Os sentidos da leitura nas escolas estaduais do Rio de Janeiro: o projeto de leitura escolar (PLE)

Abstract

This work aims to analyze “The school reading project” (Projeto de Leitura Escolar) from “State educational secretary of Rio de Janeiro” (Secretaria de Estado de Educação (SEEDUC) do Rio de Janeiro), the guiding reading conceptions, the conditions of reading agents and of the Portuguese language teachers to the reader formation. By a discursive perspective it aims to examine the methodological orientations of this project, but also the discourses of Portugeuse language teachers and reading agents of State networt of Rio de Janeiro. So, primarily, it seeks to size the place of reading in society, that being unequal, it can’t be democratic, something only attainable with the end of social inequalities. Before this scenario, the focous falls on the school because for the majority of population it is the only reading acess place, chiefly literary reading. It is observed that reading trainning holds a big contradiction. Despite being extremely important, even to school life, it is not a central curricular concern. Not to mention woking conditions, the Portugeuse language teachers have to deal with curriculums oriented to external evaluations, old reading models and instrumental language conceptions that still prevails. With respect to this project and the reading agents, it does not offer the required assistence that allow the workers to promove reading treaning, because it is a bunch of undevelopped ideas. It is concluded that is necessary to train properly the reading agents in order to promote the reader trainning and that only by a sistematic work, that values multiples senses and is based on solid theoric and methodolodical concepts, it will be possible to achive more students and realize transforming experiences.