Encouraging reading and protagonism

(re)creating stories in a rural settlement

Abstract

In line with the principles that guide the proposal of Countryside Education in dialogue with Popular Education, this experience report focuses on the activities developed by a university extension project aimed at stimulating a taste for reading literary texts between children and teenagers from a rural settlement constituted by the Landless Countryside Workers' Movement (MST) in the countryside of Paraíba. The proposal was developed with the aim that the desire for belonging and social recognition would provoke the reading of literary texts. In this way, the aim was to take into account social needs for reading. The aim was also to stimulate protagonism and critical reflection. These activities were developed through psycho-pedagogical using technical reading strategies (such as storytelling and anticipation), social strategies (such as artistic performances), as well as dramatized reading and the use of artistic languages. During the reflections, not only cognitive but also affective aspects were prioritized. In this sense, the study carried out aimed to create a desire to read the literary text and the group’s social protagonism.