The general objective of this research, Literature, formation of readers and reading
mediators: João Vítor, a reader character, is to think about literature, the reader, the
formation of readers and mediation, notions dear to the school, from the work Odyssey
by Homer (according to João Vítor), by Gustavo Piqueira. We will carry out a theoretical
and analytical path, considering the importance of literature; the mediation spaces and
the pertinence of the work of reading mediators, especially teachers, which requires
thinking, including, about their training; the public policies that thought and think about
the formation of readers; the importance of valuing subjectivity in the formation of the
reader and the place of canonical and adapted works within the school. We argue that
the encounter with the literary, through print or digital, is possible because at some
point the reader found or will find a reading mediator, in the classroom, library or on
social networks; the adapted texts have become an additional resource for the teacher
to take the reader to the book; reading carried out under the influence of aspects
related to personal experience can become an element that brings the reader even
closer to the literary text, validating the subjective reading, without disregarding the
importance of the student being equipped with knowledge that allows him to have a
more universal reading . In this way, this research aims to contribute to the educational
area, mainly to the teaching of literature, in the sense of providing a reflection on the
modes of reading that permeate the daily lives of students, considering the exercise of
mediation as something essential for the development of practices aimed at training
readers. This is a bibliographical and theoretical research, through which we undertake
a hermeneutic exercise in relation to our selected corpus, Homer's Odyssey (according
to João Vítor), by Gustavo Piqueira. In order to reach our objective and base our
theoretical and critical considerations, we resorted to several authors, in order to offer
theoretical support and also subsidize the methodological proposal. In this sense, with
regard to the analysis of our corpus, we resort to adaptation considerations by Álvaro
Hattnher (2010, 2013), admiration of great works and authors by Houdart-Mérot (2013)
and reading horizons by Hans Robert Jauss (2002). With regard to the relationship
between literature and school, as theoretical support we used Maria Luisa Santos
Ribeiro (2003), Regina Zilberman (1988, 2003, 2011 and 2016), Teresa Colomer
(2007), Nelly Novaes Coelho (2000) , Rildo Cosson (2011 and 2021), Neide Luzia de
Rezende (2018), Magda Soares (2002 and 2011), Jorge Larrosa (2010), Marisa Lajolo
(2000). With regard to the theoretical subsidy on public policies aimed at the book and
the reader, we are based mainly on Flávia Goullart Mota Garcia Rosa and Nanci
Oddone (2006) and Jaqueline de Grammont (2005). Regarding teacher training, we
turned to Bernadete A. Gatti (2010), Regina Zilberman (1988), Luiza Helena Oliveira
da Silva (2017), Márcio Araújo de Melo and Luiza Helena Oliveira da Silva (2018) and
Josalba Fabiana dos Santos ( 2021). With regard to the subjective reading, we turn to
the studies of Annie Rouxel, Gérard Langlade and Neide Luzia de Rezende (2013)
and Vincent Jouve (2013). The foundation on reader was based on Antoine
Compagnon (2009 and 2010), Umberto Eco (2003 and 2004), Terry Eagleton (2019),
Marcel Proust (2011) and Ricardo Piglia (2006). Other authors, researches and
relevant sites were read and visited for the accomplishment of our work. Gustavo
Piqueira's text allowed us to analyze and reflect on how much the training process of
literary readers is influenced by issues ranging from the choice of the work to be read
and its motivation, access to the book, the objective by requesting the reading, the
necessary mediation to carry out the reading, to the extent to which the reader can be
influenced by his personal experiences and that of his community when performing the
interpretation of a work.
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