Leitura literária como instrumento de formação de leitores autônomos nos anos finais do ensino

Abstract

This study analyzes how literary reading, in the final years of Elementary School, contributes to the formation of autonomous readers. The research discusses the concepts of literary reading and literary literacy, as well as the challenges faced by students, who often associate reading only with school tasks and assessments. Based on authors such as Colomer (2007a), Cosson (2009), Soares (2003) and Solé (1998), the study examines the role of the teacher as mediator and reading model, in addition to the implications of the school-based treatment of literature for reading autonomy. This qualitative, bibliographic research shows that meaningful pedagogical practices, together with a school environment that values literature, broaden students’ cultural repertoire, stimulate critical thinking, and support the development of a more independent reading posture. The results indicate that reading autonomy should be encouraged from the early stages of schooling so that students gradually develop a more conscious and independent relationship with reading. The study also highlights the importance of promoting an approach to literary reading that goes beyond traditional evaluative practices,such as tests, summaries, and mechanical activities,allowing students to experience literature as a meaningful, formative, and sense-building practice.