A leitura como prática cultural : narrativas biográficas dialógicas de mulheres “Simininas”

Abstract

This research aims to understand the impact of social projects, especially those that develop education and encourage teenagers and children to read literature, in order to recover the biographical memories from women who participated in the Siminina Program, in Cuiabá – MT when they were younger. The relevance of Siminina Program to kids and adolescents from peripheral communities in Cuiabá, between 2005 and 2011, consisted – among other aspects – on the promotion of literary reading as a cultural practice. In that regard, this research presents the following questions: What memories about reading as a social practice does former participants of the Siminina Program carry on? How does the literary reading as a social practice contributed to the construction of the participants identities? What is the importance of literary reading for these women currently? How does the Siminina Program actions contributed to these women’s history? Thus, this investigation seeks to understand the impact of the Siminina Program on their participant lives. From this perspective, we explore several cultural aspects related to literary reading, such as: their relationship with books; their access to digital reading devices; their relation with libraries as well as their habits and behaviors as readers. The research theoretical background is based on Bakhtin (2008, 2011, 2014, 2016), Volóchinov (2017, 2019), Brait (2012, 2018), Geraldi (2010), Amorim (2002, 2004, 2009), Rojo (2009, 2012), Cosson (2021) and Candido’s (2011) studies. Besides, other authors who focused on the studies developed by Bakhtin’s Circle about the concept of alterity, social voices, dialogism, memory, biographical worthiness, interaction and chronotope were used to substantiate this research and analyze dialogic biographical narratives of women who once were Simininas. Since data collection happened during Covid 19 pandemic, we collected documents related to the program, applied questionaries and took notes “in loco” through dialogical meetings. Among the results, we observed the work developed on the Siminina Program has taken a fundamental role on the memories described by these women for this research. So, activities such as the tale’s moment, reading day and performing arts positively influenced the formation of reading habits among former participant of the Siminina Program.