A tertúlia literária na formação de leitores críticos e autônomos: reflexões sobre o desenvolvimento do pensamento crítico nos anos iniciais do ensino fundamental

Abstract

The Course Completion Paper (TCC), titled “The Literary Gathering in the Formation of Critical and Autonomous Readers: Reflections on the Development of Critical Thinking in the Early Years of Elementary Education,” investigates the contributions of the literary gathering to the formation of critical and autonomous readers within a capitalist society characterized by an excess of information and by social relations frequently mediated by market interests. In this context, the main objective of this work is to reflect on how the literary gathering can contribute to the formation of critical and autonomous citizens in the early years of Elementary Education. In addition, it seeks to present, understand, and analyze the Dialogic Literary Gathering and the ways in which it is articulated with education aimed at developing critical and autonomous students. To achieve these goals, the study was conducted through bibliographic research with a qualitative approach. In order to examine the relationship between theory and practice and the impacts of this method on students’ critical development, case studies are analyzed as examples of the use of the Literary Gathering. For the theoretical framework, authors such as Gabassa (2009, 2012), Girotto (2007, 2020, 2025), among other scholars, are essential to understanding what the Gathering represents, addressing its definition and practical application, and emphasizing the importance of active listening and the discussion of ideas arising from reading. Likewise, authors such as hooks (2013, 2019, 2020) and Freire (2011, 2023) were fundamental to the development of reflections on critical, democratic, autonomous, and liberating education