Descrição
This article has the intention of identifying the forms and the reading supports, as well as to verify the reader’s practices at school day by day in the context of mediatization inside interface between communication and education; it points out the relation with the knowledge coming from the characters who act in the educational environment and their experiences of readers helped by printed and digital materials. We resort to the bibliographical research for carrying out of a study of case at federal public school of Belém-Pa, with students from fundamental in the months of October and November of 2016, applying participant observation and interviews with a form. We resorted also to the theoretical supports which are about the communication, mediatization, printed media, reading and education as Lévy (1993; 1999); Braga (2006); Chartier (1994; 1998), Todorov (2009), Charlot (2013) and Sacristán (2005). With base in these articulations, we did a parallel around the question from practices of reading, which were mediated by distinct supports: the printed book and digital/electronics book. So, we have as reference the place of formal learning: The School. We noticed which the young readers researched experience reading practices mediated by printed and digital materials, being them more recurrent the use of printed media, mainly the book. It was verified, also, that a large proportion of the students considerate themselves as readers from digital support, whose interests and motivations are various.||Este artigo objetiva identificar as formas e os suportes de leitura, assim como verificar as práticas de leitor no cotidiano escolar no contexto da midiatização. Na interface comunicação e educação, destaca-se a relação com saber dos sujeitos que atuam no espaço pedagógico e suas experiências de leitores mediadas por materiais impressos e digitais. Procedeu-se à pesquisa bibliográfica e a um estudo de caso realizado numa escola pública federal de Belém, com alunos do ensino do fundamental, em outubro e novembro de 2016, com aplicação de observação participante e entrevista com formulário. Recorreu-se aos aportes teóricos que tratam do debate sobre comunicação, midiatização, mídia impressa, leitura e educação. Com base nessas articulações, fez-se um cotejo em torno da questão da prática da leitura mediada por suportes distintos: o livro impresso e o livro eletrônico ou digital, tendo-se como referência o lugar da aprendizagem formal, a escola.
