THE READING DIARY IN SCHOOL: INTERPRETATION AND SUBJECTIVES

Abstract

We will present in this article a reflection about the reading diary as a pedagogical tool and analysis of the results of a practice developed with students of elementary school that, through reading of narratives, intended to contribute to the formation of the readers. Among the narratives that we read, we brought records about Mia Couto’s O beijo da palavrinha, and Guimarães Rosa’s A menina de lá. The methodology used is the written diaries reading that intended to make possible the practice of authorship writing, literary reading recordings and written exercises to the verification of the relation with the narratives that made possible the reflection about the diaries and the subjectivity in reading. And for reflection on the diaries and the subjectivity in reading, we leaned on authors such as Anna Rachel Machado (1998), Michèle Petit (2009) and Anne Rouxel (2013), among others who contribute to think the literature teaching. Finally, after observing the written productions and analyzing them, we found subjectivity, authorship, pleasure and enjoyment with reading.