Abstract
This paper presents the results of a research project that dealt with educational policies aiming at quality in public schools. The text tries to connect literature as a cultural heritage and “place of memory”, pointing out the relevance of the school for the training of readers and as an essential institution for the construction of a collective identity. It is based on experiences of reading practices carried out in a public elementary school, as well as on a bibliographical research focused on the notions of culture, identity and collective memory. It reaffirms the role of the school as a social and cultural institution responsible for the identity bond of a collective. Reading is pointed out as a political and methodological possibility that offers an essential contribution to objectify and make a people’s identity visible and real, marking its collective memories and the feeling of belonging to a certain symbolic and social space. Key words: reading, school, place of memory, cultural heritage, quality in public schools.
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