Reading Strategies and Literary Mediation: Establishing Connections for Reader Formation

This article derives from the PROEDUCA project, funded by FAPESP, involving eleven teachers from the state public school system who teach in the final years of elementary education. In this paper, we present data collected at the end of the training process, with the aim of reflecting on aspects of reading comprehension and on the use of the reading Strategy Connection, which is divided into three processes: text-text, text-reader and text-world. The study is grounded in the theories of Harvey and Goudvis (2007) and Girotto & Souza (2010), who argue that connections, commonly used by more experienced readers, foster deeper comprehension of the text. We propose pedagogical practices aimed at students in the final years of elementary school that may contribute to the expansion of reading comprehension. To this end, two works were selected: O meu pé de Laranja Lima, by José Mauro de Vasconcelos (1968), and O Pequeno Príncipe, by Antoine de Saint-Exupéry (1943). This article highlights the relevance of the teacher as a mediator and underscores the importance of continuing education in creating didactic situations and activities in which students can discuss their readings, share their thoughts, and make explicit the path taken in the construction of meaning.