The literaturization of school and the formation of reading mediator teachers: a look at the plots that involve the tessitura of literature for infancy

Abstract

The proposal to literaturize the school through the perspective of literature for infancy is the subject of this article. We discuss the need for initial formation courses for teachers to focus on working with literary texts for infancy as a strategy to enter into the subjectivities intertwined by the memory and affections of future teachers. For this purpose, our tessitura goes beyond the thread of Antonio Candido's humanization when defending the right to literature as an incompressible asset, mainly in the school space. We use theories from the area of ​​reading to reinforce our stance in defense of the need for literature to occupy classrooms and libraries, as well as corridors, bars and cafeterias. Thus, two reading mediation actions based on texts for children are described to reinforce that the literaturization of schools involves the training of teachers who are attentive to different sociocultural contexts. As results, we highlight the products developed from the actions. These expressions demonstrate how the texts touched each person in their individuality and triggered memories and affections that meet the humanizing project of literature based on the literaturization of the school.