O ESPAÇO ESCOLAR COMO OBJETO DE FORMAÇÃO DE LEITORES: Contribuições da sala de leitura

Abstract

The school space has the role contributing to the cultureof a school and also, as educators, make us understand the space where children are involved has a formative mold, through them and their diversified uses, children can believe in learning values, experiencing playfulness and sharing the exercise of coexistence in school space. The purpose of the family and the institution for the formation of readers is pointing the distinction of these two agents to develop the habit and the propensity of reading. Reading is actuallyeverywhere in society. The teacher as a mediator of reading is a reader trainer, a professional committed to presenting strategies and guiding students, becoming the mediator of the teaching-learning process of reading. The research is done in the institution Fundação Integral de Menores (FIME), in the city of Pires do Rio - GO. The reading room offers reader training contributions through reading projects, activities, and games, where students participate. The quest aims to understand the school environment of the student, specifically in the reading room, when the school wants to know and develop in children reading and writing skills and this space provides the exit from the classroom to a local that will help them in his concentration and desire to know and manipulate the book. For this becoming real, the teacher's performance in this place is analyzed. Institutions should seek ways to work on reading within the classroom or in the reading rooms enabling the student to have more effective contact with the books in order for the student to know different types of books. For the accomplishment of the research was done bibliographical and field research with application of questionnaires to the teachers on the subject. The research has as theoretical foundation several authors: Brazil (2001), Cagliare (2006), Freire (2006), Feijo (1992), Lajolo (1994), Martins (1983) among other authors.