LEITURA E ESCOLA: COMPLEXA E CONTURBADA RELAÇÃO

Abstract

This text seeks to reflect on the inseparable relationship between reading and school, encouraged by research carried out as part of the ProfLetras program. To enrich this debate, which largely revolves around the obstacles and paths to forming readers in the school environment, we adopted the perspective of cultural capital and the concept of habitus, developed by Bourdieu (1996;1998). In this direction, we relied on studies on literacy(ies), schooling, and reading, proposed above all by Soares (1995; 2006; 2010) and Kleiman (2006). About the social perspectives of the constitution of the reader and the role of the mediator in the process of training readers in a school context, we turned to the writings of Chartier (1996; 2001) and Petit (2008; 2010) and the reflections proposed by the results of the Retratos da Leitura research in Brazil. These reflections point to the persistent need to improve the training of reading teachers.