This research aims to answer the question: How can the development of Reading Mediations
about specific themes in the school environment intervene in the construction of imaginary,
narratives and personal and collective corporealities? To answer it, the research was organized
in two stages: a) one composed by the monitoring and analysis of the SESC / TO Reading
Mediation project in 2018; b) another that intended to recognize processes of construction of
imaginary, narratives and corporealities in the possible dialogue between reading mediation
and theatrical language as a possible constructive path for new strategies for consultation and
applicability of future mediations (for the analyzed project and for other projects of the same
nature). Our theoretical framework for thematic understanding, discussion and data analysis is
based on the areas of Literary Studies and the Arts, addressing concepts and themes focused
on notions about mediation, culture, literature, reading and possible articulations of languages
(artistic or not). The method used was exploratory in nature, based on bibliographic reviews,
official documents, reports and interviews with the research's target audience. The follow-up
and analysis of the Sesc Tocantins Mediators of Reading project showed us that despite being
guided by constructivist approaches to mediation, the performance and practice of the project
participants took place through trends in directive mediation. At the end of this work, we
consider that mediation in literary reading and theatrical language linked to constructivist and
collaborative approaches are highly relevant ways to think mediating actions aimed at: a)
construction of knowledge; b) human formation and aesthetic experience; c) problematization,
sensitization and personal / collective transformation to the ways of seeing, reading, narrating,
imagining and acting in the world.
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