BETWEEN THEORY AND PRACTICE: INTERDISCIPLINARY READING PROJECTS AS A STRATEGY FOR LITERARY LITERACY IN THE BRAZILIAN EDUCATIONAL CONTEXT

Abstract

Reader education is one of the greatest challenges facing contemporary Brazilian education. Despite advances in public policies aimed at democratizing access to education, national indicators reveal that a significant proportion of students complete basic education without developing sufficient reading skills to critically interpret literary texts and understand their multiple social, cultural, and aesthetic dimensions. In this context, interdisciplinary reading projects emerge as a pedagogical strategy capable of bringing literature closer to students' realities, promoting meaningful literary literacy practices. This article critically analyzes the applicability and effectiveness of these projects within the Brazilian school context, drawing on a case study presented in an academic dissertation and engaging with the works of scholars such as Rildo Cosson, Magda Soares, Paulo Freire, Teresa Colomer, Roger Chartier, Edgar Morin, Regina Zilberman, Angela Kleiman, among others. This is a qualitative study of a bibliographic and documentary nature, grounded in the critical analysis of interdisciplinary pedagogical practices. The findings indicate that reading projects foster the development of literary literacy when conceived as ongoing experiences of human development rather than isolated initiatives. However, they also reveal limitations related to teacher education, institutional conditions, and the discontinuity of educational policies aimed at promoting reading.