Práticas de leitura em uma escola estadual de Minas Gerais: tempos e espaços de letramentos

Abstract

This research is conducted within the scope of the Professional Postgraduate Program (PPGP) in Management and Evaluation of Public Education, affiliated with the Education College at the Federal University of Juiz de Fora (UFJF) and the Center for Public Policies and Evaluation of Education (CAEd). The management case focuses on analyzing the reading practices developed at a state school located in the interior of Minas Gerais, Brazil. To guide this study, the following research question was proposed: How can reading practices be strengthened at Caminhos da Leitura State School (EECL)? In order to answer this question, the study establishes the following general purpose: to improve the times and spaces devoted to reading at EECL. Based on this proposition, the following specific objectives were defined: i) To describe how reading times and spaces have been used at EECL; ii) To analyze the existing reading times and spaces at EECL, identifying their potentialities and weaknesses; iii) To propose an action plan that presents improvements to strengthen the current reading practices at the school, including diversified pedagogical methodologies and resources in order to promote an education for literacies at EECL. The theoretical basis of the study relies on the concepts of literacies, reading practices, reading times and spaces, multiliteracies, and pedagogical management, supported by authors such as Kleiman (2001; 2012), Soares (1988; 2004; 2009), Street (1984; 2014), Colomer (2007), Cosson (2014), Solé (1998), Rojo (2012; 2013), Libâneo (2012), and Lück (2009). Methodologically, a qualitative approach is adopted, using the following research instruments: documental analysis to construct evidences, and semi-structured interviews with school management (principal and basic education experts) and Portuguese Language teachers. The data from the field research showed that reading practices in schools are still fragmented, with limitations in curricular articulation, the use of reading spaces, and the integration of multiliteracies into daily school life. The interviews also highlighted challenges related to teacher professional development and pedagogical management focused on literacies. Based on these evidences, an Educational Action Plan (EAP) was developed, comprising actions aimed at teacher training, reorganizing reading times and spaces, strengthening pedagogical management, and consolidating multiliteracies in the school routine.