Um olhar sobre a literatura na infância: a mitologia das práticas de leitura

Abstract

The research titled A Look at Childhood Literature: The Mythology of Reading Practices aims to investigate, drawing upon the contributions of the book Ler antes de saber ler: oito mitos escolares sobre a leitura literária [Reading Before Knowing How to Read: Eight School Myths About Literary Reading], by Ana Carolina Carvalho and Josca Aline Baroukh, the organization of discourses concerning childhood reading, particularly in relation to the audience that does not yet “know how to read.” Thus, this study is characterized as bibliographic research and discursive textual analysis, as it proceeds from an investigative reading of a specific work with the aim of understanding its organization, content, and the network of utterances that contribute to the target audience—teachers—constructing an image of what reading is and what childhood reading entails. To carry out this work, we sought to answer the following research questions: 1) How does discourse function in the production of meaning regarding the reader and childhood reading, according to the analyzed book? and 2) How can myths about reading with young children affect the formation of a reader, according to the investigated work? The contributions of Martins (1994), Bajour (2012), Castrillón (2011), Cademartori (2010), Zilberman (2019), and Orlandi (2010 and 2008) were fundamental to this study. The work is structured into three complementary parts. First, an introductory note on the issue of reading itself in relation to a reading public. Subsequently, we address the natures of reading, seeking the multiplicity of conceptions, and finally, we undertake a stage of more specific reflections regarding literature that is adjectivized for a specific audience, as is the case with children's literature. The investigative analysis is dispersed throughout the text, demonstrating that discursive reading is a path into “how” meanings are produced.