UMA PERSPECTIVA DE DESENVOLVIMENTO DO HÁBITO DA LEITURA EM ALUNOS DE ENSINO MÉDIO: DESAFIOS E POSSIBILIDADES

Abstract

This dissertation is part of the research line, Education, Institutions and Educational Policies of the Graduate Program in Education (stricto sensu) of the Faculdade de Inhumas - FacMais. It proposed a reflective analysis about reading in the context of state public schools in the city of Bela Vista de Goiás. Thus, the general objective was to analyze the challenges and possibilities of developing the habit of reading among high school students in the State Education Network. The specific objectives were: to understand the social importance of reading and the historical evolution of public programs for the development of reading as a tool for the construction of knowledge; to investigate how the normative documents establish the spaces for reading in the students' school experiences; and to verify the importance that some school documents give to reading in the school environment. The research was carried out through a bibliographic study, that is, a survey and selection of published works and academic research on the theme. In addition, we carried out a document analysis, considering the Pedagogical Policy Project, the Curricular Matrix, and lesson plans of three schools. The guiding question for this study was: What are the challenges and possibilities of developing the habit of reading in the school environment of high school students from the State Network in the city of Bela Vista de Goiás? Thus, to analyze, reflect on, and find possible answers to this question, we sought references that addressed the object of study. To this end, several theoreticians were used as support, among which the following stand out Bourdieu (1992, 2002, 2007, 2018), Foucambert (1994), Libâneo (2002, 2012, 2015, 2018, 2020), Zilberman (1985, 1989, 2001, 2009, 2021), among others. The reflections allowed us to identify, in the documents that guide the state public schools of the aforementioned municipality, how the formation of reading students takes place in schools. According to Bourdieu's and other authors' perspectives, it is understood that the guidelines followed by high school go against the students' social, economic and cultural capital. The internalizations, experiences, and trajectories that form the habitus, which are placed equally for all, cause a greater distancing from those who are already distant. In this sense, it is understood that the training of readers is essential and urgent, for if it is up to the school to provide this training, the issue must also become a central point in the training of professionals who work in educational institutions.