“OFICINA HORA DA LEITURA” NA ESCOLA DE TEMPO INTEGRAL: CONTRIBUIÇÕES PARA A FORMAÇÃO DO LEITOR

Abstract

The reading and writing performance of Brazilian students, which has been monitored constantly by national and international educational programs, has shown poor results in recent years. In an attempt to correct the deficiencies brought to light in these educational evaluations, above all with respect to reading and writing, the project Full-Time School was implemented in the state of Sao Paulo public school system in December 2005. The schools that adopted the curricular proposal of Full-Time Schools began to offer, in addition to the subjects of the basic curriculum, curricular workshops based on proposals of dynamic and diversified activities linked to the school's teaching plans and pedagogical project. One of the workshops offered is the Reading workshop, which seeks to prioritize reader qualifications by using methodological procedures that favor new learning opportunities and expand the students reading scope in a pleasant manner. The present work linked to online research Public Policy, Organization and School Teacher through through a qualitative analysis methodology of triangulation investigated the implementation of the Reading Time Workshop, within the context of the Full-Time School proposal, in order to diagnose the workshop's contributions to readers' qualifications. In addition, we examined the practice and methodology adopted by Professor according to the proposal of the Reading workshop, identifying the influence of internal and external factors related to the development of the workshop and seeing if the goals of the Full-Time School Reading workshop and the pedagogical school are being met.