Políticas públicas nacionais de fomento à leitura: contexto histórico, contexto educacional

Abstract

This research have analysed the national public policies developed by the Ministry of Education for the development of a culture of reading and its consequences to basic education. In order to do it, we have stood our work in the following backgrounds: Barbosa e Noronha (2014), Bakhtin (1997; 2004; 2010), Souza-e-Silva (2012), Brandão (2006), Leal e Melo (2006), Cafieiro (2010), Dolz e Schneuwly (2004), Oliveira (2010), Rangel (2005), Rodrigues (2005), Rojo (2005; 2014), Solé (1998) Kleiman (2000; 2005; 2006; 2008), Cosson (2007), Soares (1995; 2000; 2002; 2011); Morais (2009); Mortatti (2004), Ribeiro (2003), Rosa e Oddone (2013), Zilberman (1996; 2014), Zotti (2004), Saviani (2007), Buzen (2009), Bittencourt (2004) e Batista (2008). We have analysed documents, programs and laws which contain guidelines and advices to implement public policies of reading such as: National Program of Didactic Book, National Program of School Library, National Program for Book and Reading, Guide for Create and Implement State and City Plans of Book and Reading, National Curriculum Standards and other related laws. Our aim was to understand how this set of documents of reading policies delineate specific pathways for reading works in the school environment. Accordingly, we adopted the following categories to data analyses: conception of reading, conception of reader, reading practices, discourse genres and-or supports of privileged texts , literary reading, spaces for reading, reading mediators and book conception. Generally, the analyses showed: (i) there is a theoretical-methodological coherence in the set of policies, (ii) the existence, in the regulation documents, of two orienting axis for reading support - one of which is related to reading and its practices in the school environment, and another orienting its consequences as a social element, that is not only a responsibility of the school, but also of the State, (iii) the need of universal access to book and reading, (iv) the integration between policies for reading in basic education and teaching formation, (v) and also the support for reading out of school environment. Considering what is exclusively related to laws and decrees, we saw that they are conform the functions of manage reading and books as cultural items and to assure their spread and and valuation in the school environment. Thus, we hope that the current research helps to give visibility to an item which is still little considered in teaching formation curricula and about which education workers are usually separated in their work: the national public policies. Furthermore, that allows to better understand the official guidelines to implementation of a culture of reading and the official expectatives related to the role of the school in this sense.