ResumoO trabalho sintetiza a primeira fase de um projeto sobre práticas e discursos relativos à leitura no Brasil comparando consumos literários reais e o corpus sancionado academicamente e, em consequência, a proposta (implícita e explícita) de modelo de consumo literário, no que diz respeito aos produtos que deveriam ser lidos e às formas em que eles devem ser consumidos. Para a elaboração dos resultados utilizamo-nos de dois métodos: a) A coleta de dados sobre leituras obrigatórias em provas de acesso ao ensino superior e as citações de produtores em trabalhos acadêmicos e livros didáticos, possibilitando uma correlação entre estes elementos e seu resultado dentro do cânone. b) A análise e discussão dos resultados da pesquisa Retratos da Leitura no Brasil (Failla, 2016), em comparação com as listas de mais vendidos de diversas editoras e as leituras obrigatórias dos vestibulares de universidades com programas de pós-graduação com nota máxiam (7) pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) de 2015 a 2017. AbstractThis paper summarizes the first stage of an on-going research project on practices and discourses on reading through the comparison of actual literary consumption and the academic legitimized corpus which turns to become an explicit or implicit proposal of the set of products that should be consumed and at the same the ways that consumption should be done. For elaborating the results two methods were used: a) The collection of data on mandatory readings in tests for admission on Federal Universities, and number of citations of literary producers in academic papers and books as indicators of their level of canonization. b) The analysis and discussion of some of the outcomes of the research Retratos da Leitura no Brasil (Portraits of Reading in Brazil, Failla, 2016), establishing a comparison with the best-sellers lists of several publishing houses and, again, with the mandatory readings for admission in the top federal universities (acording to the federal agency CAPES) for the years 2015 a 2017.
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