Livros informativos: caminhos para a formação de leitor

Abstract

The formation of readers and the critical learning of literary reading are important points that constitute the itinerary in search of an education that breaks with a utilitarian and instrumental path of reading. The general objective of this work was to address reading and the formation of readers based on an object that is still little explored in the school universe, the reading of informative books. The work had a bibliographic and exploratory character, investigating the very constitution and what informative books are based on the proposal of the Spanish researcher Ana Garralón (2015) in the book Ler e saber: os livros informativos para crianças [Reading and knowing: informative books for children]. Our objectives had materialized through the research questions: How does the formation of readers occur based on the concept of literary literacy? What is an informative book and how does it connect to the formation of a reading public? How does the informative book function as a source of pedagogical production for working with reading? In addition to Ana Garralón, important theoretical tools for the development of this work were the contributions of Ramos (2013), Hunt (2010), Orlandi (2008), Faria (2019), Soares (2002, 2012, 2022) and Cosson (2019). The research consisted of a stage of reading and reflection on the genre itself, informational book. Subsequently, based on the investigative exploration of Ana Garralón's work, the identification of possible reading practices in the school environment and the creation of an educational product for reading work in school using an informational book, Coisas de índio – versão infantil, by Daniel Munduruku. We confirm the hypothesis that the informative book can contribute significantly to pedagogical reading practices and the formation of critical readers.