Mediação de leitura literária na educação básica: o professor como adulto facilitador

Abstract

This article aims to discuss the importance of the teacher in developing pedagogical practices focused on the mediation of literary reading. This process involves encouraging, promoting, and fostering the cultural habit of reading through diverse pedagogical approaches. In this sense, the way we relate to books inside and outside the school environment can be decisive, or not, for the formation of readers, since it is through literary works that proficient readers are shaped. Therefore, the teacher plays a fundamental role when working with children’s literature; for this work to be successful, the teacher must reflect on book selection, be a reader of literature, know the children, and choose appropriate pedagogical practices for mediation moments. To this end, this study took as its starting point the Tell Me approach, intended for those who work with books and children, which helps individuals speak effectively about a text. In addition, it proposes the pedagogical practice Pé de Livro, which offers children a pleasant and welcoming environment for reading. As theoretical support, this work draws on studies by Bajard (2012, 2014), Munita (2024), Chambers (2007, 2023), and Petit (2009), among other authors who discuss reading mediation and children’s literature. The results indicate that the way we handle books awakens in children a desire for literature, for reading and listening to stories, and contributes to learning development, in addition to enabling contact with more elaborate writing.