2026-10-062026-10-062026-06-25SILVA, Rita de Cássia Almeida. A formação leitora de discentes do curso de Letras Libras da Universidade do Estado do Pará: diálogo entre as narrativas literárias e as narrativas de si. 2026. 184 f. Tese (Programa de Pós-Graduação em Educação) - Universidade do Estado do Pará, Centro de Ciências Sociais e Educação, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/321AbertoFormação leitoraLetras Libras UEPASurdoNarrativa literáriaReader developmentLibras (Brazilian Sign Language) Degree Program – UEPADeafLiterary narrativeFormación lectoraLetras Libras UEPASordoNarrativa literariaTeseCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Tópicos Específicos de EducaçãoLibrasThis thesis addresses the process of reader development and the production of Narratives of the Self among deaf and hearing students, focusing on students from the Letras-Libras program at the State University of Pará. The central question is: How do narratives of self-contribute to the formation of reader identity, the re-signification of experiences, the acquisition of knowledge, and the ways of seeing, feeling, and interacting with the world? This issue arose from the researcher's observations and notes during literature classes taught to the cohort that entered the program in 2022. The general objective is to analyze the reader development processes of Letras-Libras students, understanding reading as a formative practice involving dialogism, sensitivity, and re-signification—leading to the production of subjective and emotional meanings that emerge from the interaction between literary narratives and narratives of self. The research focuses specifically on the narratives of self-produced by deaf and hearing students, which were prompted and shaped by the dialogic reading of literary texts during the "Amazonian Literature" course. Theoretical, philosophical, and methodological discussions were grounded in the work of Acosta (2016), who—beyond philosophical-anthropological notions—established conceptual categories based on the theory of Buen Vivir (Good Living). Concepts regarding memory, personal narratives, and the re-signification and production of meaning were defined and analyzed drawing on Bosi (2023). Discussions on literary literacy drew initial support from Cosson (2016; 2019), complemented by Benjamin’s (2016; 2020) studies on the importance of reader development and the storyteller. Bajour (2012, 2023) highlights the need to cultivate attentive and sensitive listening. The analyses were conducted based on the work of Motta (2013) and her proposal for the critical analysis of narratives. This is a qualitative field study employing the methodological tools and principles of narrative research within the framework known as "Narratives of the Self" (Creswell, 2014). The results indicate that when students engage in a deep reading of literary texts—supported by theoretical foundations and bilingual, inclusive strategies, and situated within a social space open to the expression of values, knowledge, and feelings—they become willing to participate. They create "Narratives of the Self" that foster dialogue not only with the texts themselves but also with their peers, thereby facilitating the exchange of experiences, the reinterpretation of meaning, and the construction of new understandings. Given that education is inherently a dialogic process, it is expected that this experience will shape the students' future professional practices.PPGED - Saberes culturais e educação na Amazônia