Práticas de leitura no ensino médio: possibilidades e desafios em uma escola da Zona da Mata Mineira

Abstract

This master's research focuses on investigating the reading practices developed in a fulltime high school (hereinafter referred to by the fictional name "Carolina de Jesus" - EECJ), located in the interior of the Zona da Mata region of Minas Gerais, based on the analysis of reading incentive projects carried out between 2022 and 2025. The study stems from the researcher's professional experience, in which she observes a decline in interest in reading as students progress through schooling, and seeks to understand how the school could address this challenge. Thus, the guiding question of this research is: what are the challenges and potentials of reading incentive projects developed in a full-time high school? The general objective is to analyze to what extent the reading incentive projects carried out between 2022 and 2025 in the full-time high school can contribute to the reading formation of these students. The specific objectives are: (1) to describe the studied school and the reading incentive projects developed for full-time high school students; (2) to analyze the pedagogical work carried out regarding reading mediation; and (3) to propose an Educational Action Plan (PAE) to improve reading practices, aiming to increase student participation and engagement. The study is theoretically grounded in the contributions of Kleiman (2005, 2016); Campello (2012); and Chambers (2007, 2023). Additionally, the school’s Political-Pedagogical Project (PPP) was analyzed considering the BNCC (Brazilian National Common Core Curriculum) to understand how official guidelines articulate with the practices developed. The methodology adopted was qualitative, based on document analysis, a conversation circle with administrators, specialists, and language teachers from the full-time high school, and a questionnaire administered to all 13 third-year full-time high school students to identify their reading practices, preferences, and perceptions. Data analysis revealed that although students recognize the importance of reading, school practices do not always align with their interests, cultural repertoire, and contemporary forms of interacting with texts. It was also observed that reading trajectories are heterogeneous and dependent on continuous pedagogical mediation, being favored by collective reading practices. The results also highlighted the need to broaden the school's conceptions of reading by incorporating different media, languages, and textual genres, including digital ones. Considering this, an Educational Action Plan (PAE) was developed aimed at strengthening the reading culture in the school environment, with actions grounded in students' interests, the diversification of reading practices, and the expansion of possibilities for pedagogical mediation. Thus, the research reaffirms reading as a fundamental formative dimension and underscores the need for pedagogical practices and institutional conditions that favor its consolidation in public schools.