ABSTRACT
The article aims to discuss processes of anchoring and objectifying the social representations of literary reading produced by public school teachers. Ninety four (94) teachers from the early years of elementary school participated in this qualitative research. The data analysis is referenced in the theory of social representations proposed by Moscovici (1978MOSCOVICI, S. A representação social da psicanálise. Rio de Janeiro: Zahar, 1978., 2015MOSCOVICI, S. Representações sociais: investigações em psicologia social. Editado em inglês por Gerard Duveen. Tradução do inglês de Pedrinho A. Guareschi. 11. ed. Petrópolis: Vozes , 2015.), who understands the representational process as a form of knowledge which functions as the elaborator of behaviors and communication. It was found that the teachers anchor literary reading in the playfulness of the text and in the possibility of using it to teach and educate children. Since pleasure is not the school's objective, teachers adhere to dramatization practices to give concreteness and materiality to the pleasure of reading.
KEYWORDS:
social representations; literary reading; playfulness; children's literature