Mediação da leitura literária na formação de leitores infantojuvenis

Abstract

This article focuses on the mediation of literary reading in the formation of children and adolescent readers in a school environment. Its general aim is to present reading mediation strategies that contribute to literary literacy. It starts from the premise that literary reading aims to contribute to the formation of readers, as it has rich resources that broaden their ability to conceive of the world. To this end, it investigates the role of the librarian and the teacher as mediators in children's literary education, as well as studying the school as a space for reading mediation. It falls within the areas of Literature, Pedagogy and Librarianship. This is a bibliographical study, as it considers the review of texts pertinent to the theme in focus. It presents the didactic sequence as a strategy to help mediators systematize their practice. Its main contribution is to provide evidence that the planning of actions for reading favors the mediator's performance in the school space in favor of the formation of readers of Literature.