Papel da família na formação leitora: desafios e perspectivas

Abstract

The school, together with the family and the teacher, plays a fundamental role in the development of readers. However, we note that this development is not occurring as it should in the school environment according to the latest results of the Programme for International Student Assessment (PISA 2022) and the 6th edition of the "Retratos da Leitura no Brasil" (Portraits of Reading in Brazil) survey (2024). We hypothesize that the literary reader is formed through actions promoted by the school, family, teacher, and other agents, who need to act synergistically and continuously. Despite recognizing the importance of synergy among all involved, we believe in the protagonism of the family as a key element in this process and that, therefore, it needs to be strengthened so that we form readers for life. For this to occur, the concomitant implementation of actions – in the sphere of public policies – that act on the training of teachers and school management, and on the awareness and training of families as reading mediators is vital. The objective of this investigation is to propose actions that contribute to changing this panorama, offering suggestions for practices that can be implemented and that help in the development of the literary reader. The research, of a bibliographic and qualitative nature, and based on hypothetical-deductive reasoning, is organized into three chapters. "Reading and literary reading: the role of the family in reader development" addresses concepts such as reading, literary reading, literature, literary reader, reader development, and the role of the family in the reader development process, in addition to an overview of the Brazilian scenario in relation to reading. To carry out this endeavor, we draw upon authors such as Desmurget (2023), Manguel (2004), and Candido (2011). "Literary reading and cognitive development" investigates the role of the family in the child's cognitive development from birth and the development of language. The conceptions of Suskind (2022), Desmurget (2023), and Wolf (2019) were of great value for understanding child cognitive functioning, language development, and the relevant role of the family in this process. "The role of the family in the development of the literary reader," in turn, discusses practices and strategies that help families to occupy their role as protagonists in their children's teaching-learning process, as well as in the process of literary reader development. Sagan (2006), Petit (2008; 2009), and Aliperti (2015) contribute to the foundation of the ideas proposed here. We conclude that the school continues to be a fundamental piece in the formation of the citizen and the literary reader, but together with the indispensable partnership of the family