As an essential factor for the human development, reading is a lesson that should be priority at
the beginning and during school and academic life of every student. Despite being a recurring
preoccupation for the elementary, middle and high school education systems, many students
are arriving at the university without more advanced reading skills and competences, which
affects negatively in their learning in higher education systems. In view of this scenario, projects
of literary reading that cultivate the reading habit among academics are necessary, so that they
can grow their knowledge and personal development, and thus becoming more critics and
intellectuals who think for themselves. In this context, the library is one of the important spaces
of reading intervention that it needs to be, constantly, active with literary reading projects. Thus,
this work was made aiming to verify the relevance and possibility of a project of readers’
formation in the library of the Institute for the Studies of the Humid Tropics (IETU) of the
Federal University of the South and Southeast of Pará (UNIFESSPA-PA). The research is
qualitative, quantitative, bibliographic, documentary and interpretative. Methodologically,
semi-structured questionnaires were used. Also, to understand the user profile of the library,
some institutional documents like the book lending registry were analyzed in order to
demonstrate the relationship between the students, literary books and the library. Regarding the
theoretical foundation, the following author was used as research methodology: Thiollent
(1985), and the contributions of Cosson (2006) as well on the structuring of reading groups.
Lajolo (2002); Paulino (2005); Yunes (1995, 2003 e 2012); Jouve (2002, 2013); Cosson (2006,
2019); Compagnon (2003); Candido (2004) and Azevedo (2004) can also be highlighted when
it comes to understanding the reader/literary formation. To discuss matters about university
libraries and readers’ circles, Soares (2009), Silva (1987, 1997); Roca (2012); Pereira Júnior
(2019); Bortolin (2006); Bortolin and Almeida Jr. (2011); Bortolin and Santos (2014); Silva et
al (2015); Silva (1987, 1997), Cosson (2014); Fontes (2012); Almeida Jr (1997) and Milanese
(2008), among others, were relied upon, as they describe in their theories the function of the
library in its literary readers’ formation role through projects involving reading groups. Results
include the contribution that the activities of literary reading implemented by the library of the
unity IETU/UNIFESSPA-PA had on the reading formation of the group and in the effectiveness
of the librarian as a reading interventionist. The results also show the importance of activities
of readers’ formation, as well as the contribution of the library in taking these activities to the
academic community and the community in general, which, consequently, evince literature as
fundamental in the life of students.
|
