MEDIATION OF LITERARY READING: INTERPRETATION OF LANGUAGE UNDER THE NEUROSCIENTIFIC BIAS

• DOI: 10.22533/at.ed.929352303079

• Palavras-chave: Mediation, reading, neuroscientific.

• Keywords: Mediation, reading, neuroscientific.

• Abstract:

  The selection of literary works is essential for the development of reading mediation activities for student interaction with the text. This way, the articulation between theory and practice is a challenge when problematizing to reduce the distance between both. Therefore, the workshops have a practical character with the purpose of developing reflections based on the feel-think-act triad. The definition of the research problem raises several questions, which aim to guide the understanding of the research object, among them: How do students of the 21st century perform literary reading? What are the facilitator's contributions to student/reader planning? What are the neuroscientific findings about literary reading? To respond to the research problem, the present study investigated the students' knowledge about literary reading comprehension as well as the neuroscientific contributions on the subject. Therefore, the methodological approach taken to build this study was based on a qualitative approach with a semi-structured interview in planning interventions at the interface of differences in methods and languages. According to the results of the workshops developed with the students, relevant reflections on the conception of reading as well as the understanding, based on the student's interaction with reading, establish relationships of a reflective, interpretive and dialogic nature.