Experiências de leitura literária no segundo ano do ensino médio na Escola Estadual Cristo Rei do município de Passa Sete - RS.

Abstract

This study investigated the development of literary reading habits among second-year high school students at Escola Cristo Rei, located in the municipality of Passa Sete - RS, considering Digital Information and Communication Technologies (TDICs) as an influencing element. The general objective was to understand the students' literary reading experiences, problematize their interests and availability regarding reading practices and propose didactic alternatives to bring them closer to literary texts. The methodology used included the application of questionnaires to students, covering topics such as reading preferences, activities promoted by the school and perceptions about the importance of reading in academic and personal development at first. This research was characterized as qualitative, descriptive and exploratory. The qualitative approach allowed for a deep understanding of students' experiences, while the descriptive and exploratory nature facilitated the identification of patterns and insights into reading practices and their implications for students' educational development. The results indicated that the school uses a variety of pedagogical practices to promote literary reading, including interdisciplinary projects, use of technology, library visits, text production and partnerships with local authors. Most students perceived these activities as satisfactory, but a minority expressed the need for more encouragement and diversification in approaches. It is concluded that the school plays a fundamental role in the reading training of students, providing meaningful reading experiences that stimulate the development of critical, creative and interpersonal skills. However, there is room for improvement, especially with regard to adapting pedagogical practices to the individual needs of students and family involvement in promoting the reading habit. In short, investing in innovative and inclusive strategies can contribute to strengthening students' bonds with reading and enrich their educational and personal journey. Several activities and strategies were suggested based on the data collected and the theoretical framework presented. These proposals aim to further improve the promotion of the habit of literary reading among high school students, taking into account their preferences, needs and school context. The proposed activities include the creation of book clubs, interdisciplinary projects, the use of technology, library visits, text production and partnerships with local authors. Furthermore, the exploration of additional strategies was suggested, such as promoting literary competitions and family involvement through joint reading activities.