Between Twists, Turns and Reading Circles: Possible Paths for Teaching Children's and Young Adult Literature at School
DOI:
https://doi.org/10.14295/idonline.v19i76.4193Keywords:
Basic Education, Children's and Young Adult Literature, Reading Circles, TechnologyAbstract
This article aims to examine the contributions that reading circles can provide to encourage the reading of children's and young adult works in Basic Education. This research effort arose from the problematic perception that there is a progressive lack of interest in the ancient practice of reading circles in secondary schools, especially in light of the massive insertion of technology in students' daily lives. Thus, this research is justified, since there is a clear need to redefine the use of reading circles in educational contexts mediated and permeated by technology. Thus, through bibliographic research, it uses different theories that deal with this shift in interest and proposes alternatives for maintaining the stimulus of reading in schools. The results, finally, indicated that reading books, enjoying the imagination through different stories and exchanging perceptions among peers are actions that have not been left aside or forgotten in the face of the reinterpreted social context mediated by technologies, but that they only need to consider alternative and mediated ways of reading in order to continue making reading an attractive and meaningful path for today's youth.
Downloads
References
ALMEIDA, Angela Maria de Oliveira; CUNHA, Gleicimar Gonçalves. Representações sociais do desenvolvimento humano. Psicologia: reflexão e crítica, v. 16, p. 147-155, 2003. DOI: https://doi.org/10.1590/S0102-79722003000100015
ÁLVAREZ, C.; Gutiérrez, R. Educar en valores a través de un club de lectura escolar: un estudio de caso. Revista Complutense de Educación, 24(2), 2013. DOI: https://doi.org/10.5209/rev_RCED.2013.v24.n2.42081
ATWELL, N. The reading zone: how to help kids become skilled, passionate, habitual, critical readers. Nueva York: Scholastic, 2007.
BARONE, D. Making meaning: Individual and group response within a book club structure. Journal of Early Childhood Literacy, 13(1), 2011. DOI: https://doi.org/10.1177/1468798411430092
BEACH, R.; STEVEN Y. Practices of productive adult book clubs. Journal of Adolescent & Adult Literacy, 55(2), 2011. DOI: https://doi.org/10.1002/JAAL.00015
BENITES, Sonia Aparecida Lopes. A roda da leitura: língua e literatura no jornal Proleitura. Unesp, 2004.
BUI, T.; MACALISTER, J. Online extensive reading in an EFL context: Investigating reading fluency and perceptions. Reading in a Foreign Language, 33(1), 2021.
BURBANK, M. D.; KAUCHAK, D.; BATES, A. J. Book clubs as professional development opportunities for preservice teacher candidates and practicing teachers: an exploratory study. The new educator, 6(1), 2010. DOI: https://doi.org/10.1080/1547688X.2010.10399588
CAETANO, Luís Miguel Dias. Tecnologia e Educação: quais os desafios? Educação UFSM, v. 40, n. 2, p. 295-309, 2015. DOI: https://doi.org/10.5902/1984644417446
CANTERO, F.J.; MENDOZA, A. "Conceptos básicos en Didáctica de la Lengua y la Literatura. En A. Mendoza (coord.). Didáctica de la Lengua y la Literatura (pp. 33-78). Madrid: Pearson, 2003.
CARVALHO, Jaciara de Sá; MARQUES, Suzana Elisa Cunha; PELLON, Carolina Carvalho. Literatura sobre educação e tecnologia com referencial de Paulo Freire: um retrato e um recorte crítico. Praxis educativa, v. 16, 2021. DOI: https://doi.org/10.5212/PraxEduc.v.16.16591.015
CELIK, B. Effects of extensive reading on learners: How it develops certain points in vocabulary and sentence structure. International Journal of English Linguistics. 8(2): 73, 2017. DOI: https://doi.org/10.5539/ijel.v8n2p73
CERRILLO, P. C. Literatura Infantil y Juvenil y educación literária, 2010.
CORRÊA, Cintia Chung Marques; MENDONÇA, Monica Cruz Vieira; PEDRO, Vivian Ventura Tomé. Roda de leitura virtual: desafios e possibilidades para o letramento literário em tempos de pandemia. Revista Docência e Cibercultura, v. 7, n. 4, p. 162-180, 2023. DOI: https://doi.org/10.12957/redoc.2023.66859
COSTA, Anna Maria FM; GRAZIOLI, Fabiano Tadeu; COENGA, Rosemar Eurico. Leitura e Literatura Infantil e Juvenil: (con)fluências. Pimenta Cultural, 2022. DOI: https://doi.org/10.31560/pimentacultural/2022.411
CÓZAR, R.; MOYA, M. D.; HERNÁNDEZ, J. A.; HERNÁNDEZ, J. R. TIC, Estilos de aprendizaje y competencia musical en los estudios de grado de maestro. Revista Electrónica Complutense de Investigación en Educación Musical, 12, 2015. DOI: https://doi.org/10.5209/rev_RECIEM.2015.v12.47752
DORNELLES, Kelly Mara Soares. A leitura literária de aula: um instrumento de empoderamiento. Literatura infantil y juvenil, 2015, vol. 9, no 1, p. 85.
GARCIA, Pedro Benjamim. Literatura e Identidade: tecendo narrativas em rodas de leitura. Educação Online, n. 10, p. 99-112, 2012.
GARDINER, V., CUMMING-POTVIN, W.; HESTERMAN, S. Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation. Issues in Educational Research, 23(3), 2013.
GIMENES, Roseli. Literatura brasileira: do átomo ao bit. Scortecci Editora, 2018.
GOATLEY, V. J.; BROCK, C. H.; RAPHAEL, T. E. Diverse learners participating in regular education "Book Clubs". Reading Research Quarterly, 30(3), 1995. DOI: https://doi.org/10.2307/747621
GRITTER, K. Promoting Lively Literature Discussion. The Reading Teacher, 64(6), 2011. DOI: https://doi.org/10.1598/RT.64.6.7
HAERAZI, H.; IRAWAN, L. A. The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning (IJET). 15(01): 61-76, 2017. DOI: https://doi.org/10.3991/ijet.v15i01.11495
HILL, K.D. Primary Students’s Book Club Participation. Language and Literacy, 14(1), 2012. DOI: https://doi.org/10.20360/G2F30J
JACOBIK, Fabiana Andréa Dias. Rodas de leitura na escola: construindo leitores críticos. 2011. Tese de Doutorado. Universidade de São Paulo, 2011.
JOHNSSON‐SMARAGDI, U.; JÖNSSON, A. Book Reading in Leisure Time: Long‐Term changes in young peoples' book reading habits. Scandinavian Journal of Educational Research, 50(5), 2006. DOI: https://doi.org/10.1080/00313830600953600
KENT, A.; SIMPSON, J. The power of literature: establishing and enhancing the young adolescent classroom community. Reading Improvement, 49(1), 2012.
KLINEBERG, L. Introducción a la didáctica general. Ediciones Revolucionarias, 1978.
KONG, A.; FITCH, E. Using book club to engage culturally and linguistically diverse learners in reading, writing, and talking about Books. The Reading Teacher, 56(4), 2003.
MCKOOL, S. S. Factors that influence the decision to read: an investigation of fifth grade students' out-of-school reading habits. Reading improvement, 44(3), 2007.
MCMAHON, S. I. Book Club: A Case Study of a Group of Fifth Graders as They Participate in a Literature-Based Reading Program. Reading Research Quarterly, 27(4), 1992. DOI: https://doi.org/10.2307/747671
OSZAKIEWSKI, Holly; SPELMAN, Maureen. The reading/writing workshop: An approach to improving literacy achievement and independent literacy habits. Illinois Reading Council Journal, v. 39, n. 2, 2011.
PETIT, Michèle. Ler o mundo: experiências de transmissão cultural nos dias de hoje. São Paulo: Editora, v. 34, p. 208, 2019.
PRADO, J. Didáctica de la lengua y la literatura para educar en el siglo XXI. Madrid: La Muralla, 2004.
REED, D. K.; VAUGHN, S. Retell as an Indicator of Reading Comprehension. Scientific Studies of Reading, 16(3), 2012. DOI: https://doi.org/10.1080/10888438.2010.538780
SANTAELLA, Lucia. Hipermídia e transmídia: Linguagens do nosso tempo. De Letra em Letra, v. 3, n. 2, p. 9-33, 2016.
SANTOS, Sérgio Alves. Subjetividade ameaçada: a infância nos descaminhos da formação. Revista de Educação da Universidade Federal do Vale do São Francisco, v. 10, n. 22, p. 577-599, 2020.
SHAW, D. M. Man's best friend as a reading facilitator. The Reading Teacher, 66(5), 2013. DOI: https://doi.org/10.1002/TRTR.01136
TRAVANCAS, Isabel Siqueira. A experiência da leitura entre adolescentes: Rio de Janeiro e Barcelona. Editora Appris, 2020.
VÁSQUEZ, M. A.; Montoya, M. S. Técnicas de evaluación de comprensión lectora en inglés con formación mediada por tecnologías para mejorar el rendimiento estudiantil universitario. Revista Electrónica Calidad en la Educación Superior. 8(1): 2017. DOI: https://doi.org/10.22458/caes.v8i1.1787
VILLAFUERTE, J. S.; INTRIAGO, E. y Romero, A. e-Círculo Literario aplicado en la clase de inglés. Una innovación educativa después del terremoto de 2016 en Ecuador, en Apertura, 2017.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sidney da Silva Chaves

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Os autores detêm os direitos autorais sem restrições, devendo informar a publicação inicial nesta revista, em caso de nova publicação de algum trabalho.