Mediação de leitura e narração de histórias: relato de experiência de um graduando contador de histórias
Abstract
The mediation of reading is understood as one of the prominent activities of the
librarian, as it establishes a dialogical relationship and encourages reading, and
consequently, promotes the expansion of worldview, being developed both in the
physical and digital environment. For this purpose, two mediation practices for reader
formation are highlighted: reading aloud and storytelling, both carried out with the
assistance of children's and youth literature, or through the orality and performative art
of storytelling. Based on this reflection, the work is configured as an experiential report,
based on a literature review, with the aim of mapping the experiences lived by the
author, whether in person or virtually, emphasizing the participation of library science
students as storytellers. The specific objectives were: to present a detailed description
of the activities carried out to promote reading, and possibilities for action in the
undergraduate field; to promote discussion about quality children's and youth literature
and its use in reading mediation; to develop content that can be consulted by interested
students, motivating them to get involved in reading mediation projects during their
academic training; to strengthen the involvement of library science professionals in
reading and storytelling practices, while engaging in dialogue with authors from other
fields of study. With that, the research used a qualitative approach, being a theoretical
study, with procedures for data collection of bibliographic nature, and descriptive,
through personal archival content, presented, analyzed and discussed through the
Experience Report (ER). The results showed that there are several possibilities for the
undergraduate student in Library Science to engage in reading incentive practices, and
that such experiences foster the cognitive, affective, and symbolic dimensions of
reading mediation, as well as explore literary, artistic, educational, and technological
aspects. It is concluded that it is possible and essential for the Library Science student
to participate in cultural projects for reader formation, especially through storytelling
and shared reading, acting in different contexts. Furthermore, it is noted that the
theoretical and descriptive systematization of this work can collaborate and motivate
other aspiring librarians to get involved and participate in projects like the ones
mentioned in this material, encompassing different supervised internships, extension
projects, and complementary activities, resulting in an enriching experience during
their academic training.
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