Leitura colaborativa: sua importância para a formação de leitores no ensino médio

Abstract

This study aims to investigate the practice of collaborative reading as a pedagogical approach capable of contributing to the development of critical and proficient readers in high school. To do so, the work begins by defining the concept of reading from a discursive-enunciative perspective, considering its pedagogical implications, and characterizing collaborative reading, emphasizing its potential. The adoption of this practice in high school is justified as a means of deepening reading skills, moving beyond the focus on decoding, which is characteristic of elementary school, and exploring strategies and modes of shared reading that help overcome comprehension difficulties. The study identifies some potential issues in the BNCC text regarding its concept of reading and the excessive emphasis on Digital Information and Communication Technologies (ICTs) at the expense of reading written texts. Finally, the paper proposes reflections on the perpetuation of a pedagogy of motivation that focuses on cultivating a love for reading and the need to review the concepts and pedagogical practices present in official documents, expanding the space for methodologies that prioritize comprehensive reading education, rather than those solely geared toward meeting the demands of the job market.