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.