“Lavras Lê”: um estudo das ações e dos resultados dos projetos de leitura desenvolvidos na rede municipal de educação de Lavras, MG, em 2017

Abstract

Reader formation policies have been the focus of discussion and researches in our country, which emphasize the development of pedagogical practices that are efficient for the development of competent readers and writers. The incentive to read thus becomes of great importance in this context, and it is up to the school to (re)think its teaching practices in the formation of readers. We ask: what actions have been developed in public schools that fulfill one of the national goals of education, which is the formation of proficient readers and writers? Given this, this research aimed to make an analysis of the process of idealization, planning and implementation of the Institutional Project “Lavras Lê” held in 2017. The purpose of this institutional project was to encourage reading practices in the municipal public school of Lavras, MG. Therefore, an exploratory and descriptive research was developed, in a qualitative approach, based on a case study and a document analysis, as data collection methods we chose to conduct interviews with the project's design team, taking as procedure dis cursive textual analysis. With the data analysis, it was observed that the “Lavras Lê” Project is based on the idea that reading is an instrument for social emancipation and citizenship promotion. From the analysis of the collected material, four distinct moments were identified in the context of the production of an institutional project, such as: the idealization, the planning, the implementation and the final product of the “Lavras Lê” Project. Thus, the “Lavras Lê” Institutional Project recognizes the school as an transformation element, the project proposes an action plan to be developed by each municipal school institution emphasizing the work with literature and the pleasant contact with reading, through activities that involve both the interior and the surroundings of the school. As well as, it is an initiative to encourage reading, which in the face of contemporary challenges for the formation of readers, seeks the rescue of reading activity, mainly through literary reading. It is noteworthy that the research presents as final product the elaboration and participation as a speaker in two teacher formation courses with emphasis on literary reading, as a contribution to the project actions.