FORMATION OF THE LITERARY READER IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article presents a systematic literature review on literary reading mediation practices aimed at reader formation in the early years of Elementary School. The problem guiding the review is to understand what scientific production reveals about literary reading mediation practices that contribute to reader formation at this stage of schooling. The methodology adopted was a systematic literature review, of a bibliographic nature and qualitative approach, with thematic synthesis of the selected studies and documentation of the search and selection flow according to the PRISMA 2020 guidelines. The search was carried out in the SciELO database (Brazil collection), with descriptors in Portuguese, English and Spanish, from 2015 to 2026, resulting in the inclusion of 16 studies. The results show: the dispute between conceptions of literature as an aesthetic experience and as a pedagogical instrument; the centrality of teaching mediation, especially in shared reading and book discussion practices; the importance of libraries and book collections as material conditions for reader formation; and the tension between schooling and literary enjoyment. It is concluded that the formation of the literary reader depends on the articulation between access to books, qualified mediation, interaction among readers and respect for children's autonomy and responses, in a path that goes from the expansion of repertoire to the constitution of a community of readers.