The Reading and the formation of readers: a bibliographical study on reading and storytime

Abstract

This research aims to present the contribution of literary reading for the formation of readers, focused on the practice of Storytime, based on the Historical-Dialectical Materialism and the Cultural-Historical Theory. The methodology used was a bibliographic study on literary reading and Storytime, with a survey of the state of the art using descriptors. It is necessary for the teacher to believe that children’s literature is present in the school to go beyond information, to provide conditions for the student to become interested in literary reading, to be able to select the readings that most interest him/her, for the teacher to create the need for reading in this beginning reader, to be clear that reading is good, and that there is no need to assign monotonous tasks after reading. In the selection of the selected works we noticed that Storytime is maintained as a moment of culture promotion, because during its realization there is no concern with role-playing activities, with reading for pretexts, but rather as delightful reading, because it knows that they are learning through the act of reading, listening, and imagining.