A prática da leitura na construção da proficiência: um estudo com estudantes do 6º ano do ensino fundamental numa escola da rede municipal do Recife.

Abstract

Reading, understood as a social, cultural, and cognitive practice, is one of the core pillars of school education, as it enables individuals to access knowledge, develop critical thinking, and fully exercise citizenship. However, data from external assessments, such as the Basic Education Assessment System (SAEB) and the Functional Literacy Indicator (INAF), reveal that a significant portion of Brazilian students face serious difficulties in reading comprehension and interpretation, which compromises their academic performance and meaningful participation in various social spheres. In light of this scenario, this research aims to analyze the development of reading proficiency among a group of 6th-grade students in the final years of elementary school, based on the experiences lived in two reading workshops conducted in a public school in Recife. The theoretical framework is grounded mainly in the works of Kleiman (2016), Marcuschi (2008), Martins (2012), Chartier (2004), Silva (2018), and Bortoni-Ricardo (2012), who address reading as a social practice and the challenges of forming readers in the school context. The methodological path began with a survey phase in which questionnaires were applied to map the students’ reading profiles, including their perceptions, motivations, and resistance to reading. Based on the responses, students were divided into two groups: those who showed interest in reading and those who did not identify with the practice. From this initial diagnosis, two reading workshops were planned and implemented throughout the second semester of 2023, with weekly meetings lasting approximately fifty minutes. The workshops were based on a pedagogical approach that views reading as an active process of meaning-making, recognizing the reader as the protagonist of interpretation. Activities included shared reading, discussion circles, reflective writing, and literary text appreciation. The selected texts — “Cabelos Molhados” by Luis Pimentel (2006) and “Que se chama solidão” by Lygia Fagundes Telles (2009) — addressed subjective and sensitive themes, promoting student engagement and allowing multiple interpretations. The results show that the reading workshops helped spark students’ interest, increase their participation in the proposed activities, and promote progress in meaning-making and text interpretation. This reinforces the importance of guided pedagogical practices that value reading as an engaging, critical, and socially situated experience.