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Abstract(s)
Nas últimas décadas muito se tem investigado e muitos estudos têm sido feitos
pelos responsáveis do poder político, em termos de educação, no sentido de
promover a leitura e combater a iliteracia.
A leitura está na ordem do dia e, de facto, nunca se falou tanto em livros,
bibliotecas, leitura e leitores.
Nos nossos tempos, a leitura apresenta quase um carácter meramente
utilitário, lendo-se porque se é obrigado, sendo a leitura não um fim, antes um
meio de sobreviver num mundo onde as letras estão por todo o lado. Com
efeito, aprende-se a ler, porém não se gosta de ler. Parece existir alguma
procura para se estar minimamente informado, no entanto, a leitura como fonte
de conhecimento não atrai a grande maioria dos leitores.
Ora, a escola tem um papel fundamental na formação de leitores competentes,
reflexivos, críticos e autónomos. Todavia, a escola, por si só, não pode formar
o tipo de leitores supracitados. A família, um lugar de primeira socialização,
tem, obrigatoriamente, que participar na educação dos seus filhos/educandos
e, obviamente, na formação de leitores.
Numa perspectiva abrangente, que vai muito para além do processo de
aquisição das competências de leitura, a formação de leitores torna-se uma
responsabilidade partilhada entre pais, professores e bibliotecários, ou seja, é
determinante que tudo aconteça dentro do triângulo “família – escola – biblioteca”.
Foi, nesse sentido, e tentando que as famílias possam interagir com a escola,
que nasceu a nossa Comunidade de Leitores, cerne da nossa dissertação, que terá um espírito o mais democrático possível ao envolver a comunidade educativa e as famílias dos nossos alunos.
“As vinte razões para ler”, com algumas adaptações, feitas por nós, da fundação Germán Sánchez Ruipèrez de Salamanca, serviram de base às actividades a desenvolver.
In recent decades much has been investigated and many studies have been made by leaders of the political power, in terms of education, to promote reading and fight illiteracy. The reading is on the agenda and, in fact, we have never spoken so much about books, libraries, reading and readers. In our times, reading is almost a merely utilitarian process, reading up because it is required, considered not as an aim but a mean to survive in a world where the letters are everywhere. Indeed, we learn to read, but do not like to read. There seems to be some demand to be minimally informed, however, reading as a source of knowledge does not attract the vast majority of readers. Yet, school has a key role in the formation of competent readers, thoughtful, critical and independent. However, school by itself cannot form the kind of readers mentioned above. The family, a place of early socialization has, necessarily, to participate in the education of their children / students, and obviously the training of readers. In a broad perspective that goes far beyond the process of developing the skills of reading, readers' education becomes a shared responsibility between parents, teachers and librarians, that is, it is crucial that all can happen within the triangle "family - school - library". It was in this sense and trying that the families could interact with our school, led to the creation of our Community of Readers, the heart of our thesis, which will have a spirit as democratic as possible in order to involve the school community and the families of our students. “As vinte razões para ler”, with some adjustments made by us, the Foundation Germán Sánchez Ruipèrez Salamanca, served as the basis for activities we have developed.
In recent decades much has been investigated and many studies have been made by leaders of the political power, in terms of education, to promote reading and fight illiteracy. The reading is on the agenda and, in fact, we have never spoken so much about books, libraries, reading and readers. In our times, reading is almost a merely utilitarian process, reading up because it is required, considered not as an aim but a mean to survive in a world where the letters are everywhere. Indeed, we learn to read, but do not like to read. There seems to be some demand to be minimally informed, however, reading as a source of knowledge does not attract the vast majority of readers. Yet, school has a key role in the formation of competent readers, thoughtful, critical and independent. However, school by itself cannot form the kind of readers mentioned above. The family, a place of early socialization has, necessarily, to participate in the education of their children / students, and obviously the training of readers. In a broad perspective that goes far beyond the process of developing the skills of reading, readers' education becomes a shared responsibility between parents, teachers and librarians, that is, it is crucial that all can happen within the triangle "family - school - library". It was in this sense and trying that the families could interact with our school, led to the creation of our Community of Readers, the heart of our thesis, which will have a spirit as democratic as possible in order to involve the school community and the families of our students. “As vinte razões para ler”, with some adjustments made by us, the Foundation Germán Sánchez Ruipèrez Salamanca, served as the basis for activities we have developed.
Description
Keywords
Promoção de leitura Literatura infantil Hábitos de leitura
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior