Práticas de letramento literário nas rotinas familiares e sua contribuição para a formação de leitores

Abstract

Awakening the child's spirit to read during childhood, even before starting school, contributes to social aspects. Therefore, it is essential to have an understanding of the literary practices of families. Thus, the research will seek to understand the practices of literary literacy and the way in which parents deal with reading in households, relating these factors to the formation of readers, in order to help teachers to identify possible problems in this regard. To carry out the case study, parents of 2nd and 3rd year elementary school students were interviewed at a private school in the city of Quaraí, based on bibliography based on assumptions related to literary literacy, considering studies by Magda Soares ( 2014), Cosson (2014), among other outstanding theorists. We will also address the setbacks encountered by the family in promoting literary literacy, raising questions about contact with technologies during childhood. In the interview questions, related to reading and the family environment, we detected, through the analysis of the data obtained, that parents consider that reading to their children helps in the learning process and social formation of children, finally, family a key piece of encouragement for the reading child, as it helps in the formation of tastes and customs. Likewise, the school and teachers are part of the reader-building team.