Reading in primary and secondary school: reflections on some practices

Abstract

In the present article, we intend to discuss the conceptions of reading and literacy that guide the reading and writing practices proposed by teachers in the context of an primary and secondary school situated in Florianópolis. In order to do that, we will firstly present a general overview of the reading/literacy concepts on which our analysis is based. Secondly, we will present the results of the research through 40 contextualizations of reading/writing activities, developed by teachers and published in a school's magazine which aims to circulate the texts produced by the students. After a initial analyses, we divided the activities into two groups (literature reading and other literacy practices), which, in a second moment, were subdivided into nine categories, according to the objectives, reading procedures and diversity of literacy events. We hope, through the analyses, to make public the some language practices used at this particular school, and their relation with the concepts of reading and literacy.