Círculos de leitura na escola: um estudo sobre a formação literária de adolescentes

Abstract

According to the results of the Programme for International Student Assessment (PISA/2022), conducted by the OECD, around 50% of Brazilian students are at level 1 in reading proficiency—the lowest on a scale from 1 to 6. This scenario highlights the central role of the school as the main institution responsible for ensuring systematic access to reading and writing in our society. Therefore, fostering reading competence must be a priority in teaching practices. In this context, the present study aims to investigate how the reading of short stories can contribute to the development of students' reading competence through the implementation of reading circles inspired by the approaches of Aidan Chambers (2023) and Rildo Cosson (2014, 2023). The goal is to analyze how these pedagogical strategies can promote literary literacy among adolescents. The research is qualitative, descriptive, and participatory in nature and will be carried out with 8th-grade students in a public school located in the metropolitan region of Minas Gerais, Brazil. Data will be collected through the reading of short stories, followed by discussion circles, written assessments, and diagnostic text productions, aligned with the skills outlined in the Brazilian National Common Curricular Base (BNCC). The proposed activities are based on the reading circle models developed by Rildo Cosson (2007, 2010, 2014, 2023) and Aidan Chambers (2023), as well as on didactic sequences designed to foster reading enjoyment and develop narrative writing skills. The study also draws on the theoretical contributions of authors such as Cecilia Bajour, Graça Paulino (2006), and Felipe Munita (2023), who emphasize the mediating role of the teacher in building meaningful connections between students and literature. The dialogues produced that demonstrate mediation actions, which we classify as thematic axes, point to: a) the value of listening and participation; b) the expansion of the response of the subject-readers; c) the diversity of reading experiences. The study indicates that reading short stories, articulated through strategies based on reading circles, enables students to understand, interpret, and appreciate literary texts, thus promoting the development of reading skills and strengthening literary literacy. This research seeks to verify whether the reading of short stories, structured through strategies grounded in reading circles, enables students to comprehend, interpret, and appreciate literary texts, thereby enhancing their reading competence and promoting literary literacy. In this sense, this research may contribute to teacher education by showing that dialogic mediation, structured through reading circles, fosters the development of essential professional competencies, such as qualified listening, sensitive guidance of interpretive processes, appreciation of the diversity of reading experiences, and the strengthening of student agency. The results indicate that the systematic adoption of this approach enhances teachers’ ability to mobilize literary practices that connect theory and pedagogical intervention, promoting a more humanizing, reflective, and contemporary-oriented practice in basic education.