PUBLIC POLICIES ENCOURAGING READING IN A MUNICIPAL SCHOOL IN GUARAPARI (ES): AN ANALYSIS OF GUIDELINES, PROGRAMS, AND PRACTICES IN ELEMENTARY EDUCATION.
Name: MIRELA ALEIXO DA FONSECA
Publication date: 15/05/2026
Examining board:
Name |
Role |
|---|---|
| ELIANE FIORAVANTE | Examinador Externo |
| GLEICE PEREIRA | Presidente |
| MARGARETE FARIAS DE MORAES | Examinador Interno |
Summary: This study aims to analyze the effectiveness of public policies to encourage reading proposed by the municipal administration of Guarapari (ES) for elementary schools.The research, with a qualitative and exploratory-descriptive approach, sought to identify and map existing policies, investigate their scope, and verify their practical implementation. The methodology included bibliographic and documentary research, as well as the application of semi-structured questionnaires to teachers, librarians, and
administrators of a municipal school unit that performs above average in the IDEB (Basic Education Development Index). The data analysis, carried out using the Content Analysis technique, revealed a significant mismatch between the theoretical robustness of normative documents, such as the Municipal Education Plan (PME) and the Municipal Curriculum Guidelines (DCM), and the daily reality of the schools. The results highlight a critical deficit of qualified professionals, with only one librarian for the entire municipal network during the investigated period, leading to teacher "isolation" in the mediation of reading. It was also identified that the success in the educational indicators of the school studied stems more from the individual engagement of the teaching staff than from systemic public policies of promotion. It is concluded that, although the recent call for applications for temporary librarians represents progress, the consolidation of an effective reading policy in Guarapari (ES) requires permanent structural investments, the modernization of informational infrastructure, and the definitive integration of the school library into the Political-Pedagogical Project of the educational units.
