PRÁTICAS DE LEITURA: DESENVOLVIMENTO DA COMPETÊNCIA LEITORA DOS ESTUDANTES DA 1ª SÉRIE DO ENSINO MÉDIO TÉCNICO INTEGRADO CAMPUS CERES

Abstract

The practice and development of reading serve as a bridge to an effective educational process and the comprehensive formation of individuals. In this regard, it is necessary to implement reading practices through literary works to broaden cultural repertoire, stimulate critical thinking, and strengthen reading competence. This dissertation was developed within the framework of the Professional Master's Program in Professional and Technological Education (ProfEPT), in the Research Line of Educational Practices in Professional and Technological Education (PTE). It presents the results of a study conducted at the Federal Institute of Goiás – Ceres Campus, with first-year students of the Integrated High School and Technical Course in Agriculture. The general objective was to develop students’ reading competence through the reading circle method, based on the reading and analysis of the novel A Aldeia Sagrada by Francisco Marins. The research was grounded in a literature review on the foundations of PTE, reflections on professional education and its role in society, reading as a bridge to comprehensive education, and reading circles as a strategy for developing students’ reading competence. The methodological approach was based on qualitative research, specifically a case study, with data collection carried out through direct observation of Portuguese language classes taught by the regular teacher and through the implementation of the reading circle. During the reading circle, key aspects of the literary work were discussed, and students recorded their impressions on function sheets, distributed among seven groups. Content analysis was used to analyze the data. The findings provided insights for answering the research question and developing the educational product: a didactic sequence for reading circles and contributions to the development of reading competence in the first year of integrated high school. The research results highlighted the need for diversified reading practices aimed at encouraging contact with literary works and expanding students’ repertoire. This process contributes to building formative reading and, consequently, to the development of reading skills and competencies.