THE QUALIFICATION OF READER IN SCHOOL AND NONSCHOOL SPACES

Abstract

　

This article proceeds from the plan of study developed as part of the investigation "Reading memories of post-graduation students: texts and contexts in the constitution of readers" (SAMPAIO, 2007), supported by PIBIC/CNPq, in order to whom a database of the reading memories from post-graduation students was used as instrument of research. One is based on Marcuschi (2008), Koch and Elias (2007), Halbwachs (2006), Damásio (2000), as well as the PCNs de Língua Portuguesa (1997), among others. Seeking to comprehend the roll of the texts (genres) and contexts (formal and informal) that influenced the qualification of literary readers, one has mapped out the textual genres which are privileged by the post-graduation students, according to their schooling, verifying, thus, the means of accessibility, the readers’ profile and the textual genres that had been used. As a result, one has evidenced that the reading events occur at the school, according to the school requests, being characterized as an activity that is not propeller from the taste and, thus, letting the reading incentive under the responsibility of the family and other spaces. It follows that the post graduation students’ insertion to the world of the reading is not a pleasure, in spite of the fact that the students themselves admit the contribution of the school to their professional activity.