Leitura e literatura na Escola Livre Porto Cuiabá na perspectiva da pedagogia Waldorf

Abstract

This research carried through for a Masters Degree in the Post-Graduation Program at the Federal University of Mato Grosso, had as objective to investigate how does the pedagogical proposal on Reading and Children's Literature - according to the principles of the Waldorf Pedagogy - develops on fourth-graders at the Livre Porto Cuiabá school. The central question: How have been the Reading and Children's Literature worked through in pedagogical practices with fourth-graders at the Livre Porto Cuiabá School in order to contribute for the formation of the reader? Specific objectives had helped to guide the research, which are: knowing the conceptions and practices that support the pedagogical actions of the teacher, with regards to the reading and to the children's literature; observing the strategies used in the reading activities; analyzing whether the pedagogical practices of the teacher make it possible for the construction of an autonomy in relation to the formation of readers, increasing pupils' literacy levels; and identifying the literary styles present in pedagogical practices circulating in the context of the classroom. The subjects were the teacher and the twenty-four students in the group. Based on qualitative research, the instruments were: the questionnaire; observation of classroom context; the recorded interview; the school’s Political-Pedagogic Project; the teacher’s plannings and the students’ notebook. In accordance with the analysis, children's literature in the classroom has been fundamental for pupils to develop literary literacy. Teacher's actions, when working the poem, varied according to the moment and the rhythm of the class, which took place in patio, when recited to all and, when returning to the lesson in classroom, when three or four pupils per day recited their poems to all. When working with theater, she requested that the pupils would choose the part of the book that pleased them the most for a theatrical performance. Thus, the involvement with Drama was constant between the pupils. The library is out of bounds to these pupils, them having access only to the books left on their hampers or bookshelves in each classroom. The pupils of other grades make constant use of the library, searching the books of their interest, or suggested by the teacher. The collected and analyzed data showed that the applied conceptions of reading, methodologies and pedagogical praxis of the teacher contribute significantly to the formation of pupils with the habit of reading.