PRÁTICAS LEITORAS EM TEMPOS LÍQUIDOS: experiências de leitura literária entre adolescentes na era digital

Abstract

This article investigates the practices and experiences of literary reading among adolescents in liquid times, characterized by the fluidity of relationships and the predominance of digital culture. The study was carried out with first-year high school students at the Instituto Federal Baiano – Campus Bom Jesus da Lapa, using qualitative methodology, with the application of digital questionnaires and focus groups for data collection. The results indicate a clear preference for printed books, valued for their materiality and the sensory experience they provide, as well as a preference for contemporary young adult novels with affective themes and works that engage with young people's emotional experiences. The research also highlights the importance of visual supports, such as covers and images, in fostering interest in reading, as well as the therapeutic role of literature in embracing and coping with emotional challenges. From this perspective, it echoes Candido (2004), who understands literature as a human right, Colomer (2003), who emphasizes the relevance of reading in the development of the individual, and Cosson (2006), who emphasizes the need for literary literacy practices in schools. The study contributes to the reflection on reading mediation in schools, highlighting the need to recognize the interests and experiences of adolescents to promote more effective and meaningful reading development. The conclusion is that literary reading, far from being a merely instrumental practice, constitutes a significant space for subjectivation, acceptance, and resistance in a context marked by volatility and information overload.