Abordagens docentes para práticas de leitura no ensino médio: um estudo em duas escolas públicas de Cuiabá–MT

Abstract

This research aims to analyze the reading practices developed by Portuguese Language teachers and their perceptions of how students engage with reading activities based on these approaches. The study seeks to answer the following research question: how are teaching approaches to reading practices conceived and implemented in high school by Portuguese Language teachers, and to what extent can these practices contribute to the development of students’ reading and critical literacy skills? The specific objectives include identifying the pedagogical strategies adopted by the teachers in developing these practices, understanding their perceptions of student engagement in classroom reading activities, and investigating how such practices align with the guidelines of the Brazilian National Common Curricular Base (BNCC) for Portuguese Language teaching. The theoretical framework brings together the contributions of Paulo Freire, Magda Soares, Mikhail Bakhtin, Gert Biesta, Roxane Rojo, Isabel Solé, Maria Cláudia Dal’Igna, Maria Helena Martins, and António Nóvoa, who understand reading as a social, dialogic, and emancipatory practice that goes beyond word decoding and constitutes an act of meaning-making, dialogue, and critical awareness. This qualitative study was conducted in two public schools in Cuiabá, Mato Grosso, using semi-structured interviews as the data collection instrument. The interviews made it possible to identify teachers’ conceptions, strategies, and challenges, as well as their perceptions of the BNCC and of students’ interest and participation. The results show that teachers view reading as a dynamic and social practice capable of broadening students’ understanding of the world and fostering selfunderstanding and critical awareness. However, their pedagogical intentions are constrained by an educational system that prioritizes measurable indicators, performance targets, and standardized teaching methods, often at the expense of attentive listening and the multiplicity of meanings that reading can evoke in everyday school life. Although they recognize the emancipatory potential of reading, teachers encounter difficulties in sustaining dialogic practices amid bureaucratic demands and curricular homogenization. Nevertheless, they strive to maintain proposals that strengthen listening, debate, and critical reflection, connecting texts to students’ lived experiences and social contexts.