Limites e possibilidades da contribuição do programa sala de leitura na formação de leitores no contexto escolar.

Abstract

Based in the Cultural Historical approach as a theoretical framework, the research is based in a case study and represents a qualitative investigation which its general objective is to discuss the possibilities and limits of the contribution of the Reading Classroom Program into forming readers in the school context. The place chosen to develop the research was the reading class Clarice Lispector, at the Professora Djanira Velho, a public school in the city of Ribeirão Preto and linked to the São Paulo State Department of Education. The data collection was performed through a semi-structures interview and interactions via focus group, carried out, respectively, with the reading classroom mediator and the seven sample students. The results recognizes the potential of the reading classroom in reading education of the students and points out the limits to be overcome through suggestions that offer free reading moments and the teaching of reading strategies.