Diário de leitura: uma investigação sobre a leitura do romance policial um estudo em vermelho

Abstract

Reading is a mean for a conscious action and for a social action increasingly supported by reflection. Thus, their contribution to the formation of social subjects is undeniable. In this sense, this study aims to analyze the responsiveness in reading diaries produced by students of a 9th grade elementary school class from a public school in the Rio Grande do Norte capital. For that, it is considered the recording of impressions, the answers, the critical positions, ultimately, the dialogue established with the detective novel A study in scarlet with the goal to promote the formation of critical and autonomous readers. To achieve this, it’s postulated the following specific objectives: i) to investigate the comprehension strategies evidenced in the writing of the reading diaries about the detective story A study in scarlet; ii) to systematize a proposal for indexing the reading diary for the exercise of responsiveness in reading a detective novel. In order to carry out this goals, the study is based on the dialogical perspective of language and on the concepts of concrete enunciation, discourse genres and active responsive understanding postulated by the Bakhtin Circle; in relation to reading issues in the school environment, it’s based on Solé, Freire and Geraldi; as for the reading diary genre, it’s supported on the studies of Machado and Machado, Abreu-Tardelli and Lousada. As for the methodological procedures, the research is anchored in the qualitative-interpretative work of a historical-cultural approach. In the analysis of the data, it’s highlighted the relevance of the use of the reading diary as an instrument that reveals the criticality and responsiveness of the students that participated of the research, which are generally hampered by some practices still circulating in the school environment.