Uma cartografia do jovem leitor no município de Toledo – Paraná

Abstract

The theme of this thesis is the formation of readers in non-school spaces, which aimed at elaborating a cartography of the young reader in Toledo/Paraná, in order to investigate, through interviews, the formation of young readers in different spaces, in the search for listening to their voices and acknowledging the practices that affected them, as well as the different habits in which they built their way into their reading formation. This work was developed through a field research, in which the data collection instruments were constituted of recorded interviews and written questionnaires, composed of five (5) questions and applied to a hundred and eight (108) young people, aged between fifteen (15) and nineteen (19) years old. This number corresponds to one percent (1%) of the young population of the city, according to data from the last IBGE Census (2010). In order to achieve the goal, the questions aimed at identifying who is a reader and who is not, which are their preferences in reading, if they had mediators or people who influenced them to read, which are their reading modes, and, finally, if there are libraries where they live and, in case there are, if they are used to go there in order to borrow books or to read in those spaces. The methodology of data analysis followed an interpretation procedure, in which the presentation was made through the use of tables, charts and figures, aiming at establishing relations between theory and practice, in order to answer the main question of this research: what does the cartography of the young readers interviewed in our research reveal to us? The theoretical basis used in this research were works by Petit (2009a; 2009b 2013), Colomer (2003; 2007), Street (2014), Cosson (2011) and Soares (2004; 2008; 2011). After the data collection and analysis, it is possible to conclude that: the majority of the research subjects declared themselves to be readers of literary texts, although the genres, titles and writers were not mentioned by many of them when questioned. Even though we know about the fragmented reading that occurs in the life of the young subjects of the research, it is possible to identify that, among them, there are readers in formation, mature readers, beginning readers, readers who are enchanted with books, texts, varied media, and also future literary readers. Discovering, through the research questions, the reader formation path of the young subjects was important not just by the fact that we elaborated a cartography of the young reader in Toledo, but also because it was possible to verify that reading does occurs, despite of the school, in spaces where the research was developed.