Leitor comum escolarizado e a leitura de o "Caçador de pipas", de Khaled Hosseini

Abstract

The overall objective of this dissertation was to survey the practices of reading fiction made by "common educated readers", that means, people who are not characterized neither as teachers of literature, or as literary critics, but to stand as individuals who have experienced a process of education that embraces up to university level. To achieve this overall objective, it was necessary to seek the following specific objectives: conduct a bibliographical research on studies of reading practices, literacy and literacy literary; select individuals who were characterized as "common educated readers" and elaborate specific research tools that could allow access to objectified data. The development of this study was justified due to the little knowledge we have about the reading of "common educated readers" that passed the process of a literary school, relevant and influential formation for readers, but that may not be the only instance that influences the development of skills that individuals use to perform the required reading in their social contexts. This study is also justified on grounds of understanding the reading practices not only as the moment of reading itself, but all that is peripheral to it. Regarding methodological aspects, this research can be characterized as descriptive qualitative, because it goal is to appoint the reading practices for fiction from people chosen and considered as "common educated readers". This is a type of research that do not generalizes the practice, but raises possibilities for a better understanding of the universe of reading and the literary reader. The survey was conducted by three instruments: 1) Multiple choice questionnaire, 2) History of reading and 3) Open questionnaire. The data collected show that the reader is historically situated, therefore, has reading practices characteristic of his time. The "common educated readers" in their way of reading narrative fiction, is influenced by social practices of reading learned outside the school context and witch are aligned to the ideological model of literacy.