Uma abordagem de leitura utilizando o design thinking

Abstract

Based on the approaches and methodologies used to promote reading throughout the 20th century and implications arising from the digital age -- especially with different supports and possibilities provided by technology --, this study analyzes the young people's act of reading literary texts. Initially, this research presents a brief history of those methodologies from the 20th century until nowadays. After analyzing the reader's behavior and its relationship with the literary text discussed in recent research, it was possible to discover difficulties in reading. Because of that, this study proposes using the design thinking approach combined with other methodologies and approaches to promote literary reading. In this sense, the idea is to bring readers to different media, enhance their practices, make them a subject who identifies themselves in the text, developing the sense of belonging in the context of literary content. Furthermore, making these students protagonists of the reading activity and (re)signify theories and methods that persist in the curricula often causing strangeness and distancing the student from the reading activity. The proposal of applying the design thinking approach extends the repertoire of mechanisms and instruments available to the teacher, providing teaching practices that promote and integrate the students' relationship with the reading process through a dynamic that provides a scenario in which the student can become the protagonist of their reading and promote their approach to literary works.