READING AND WRITING PRACTICES AT SCHOOL: TEACHER MEDIATION AND PERIPHERAL LITERATURE AS A PATH TO MEANINGFUL

Abstract

This study addresses the promotion of reading and writing in basic education, a topic justified by the persistence of learning difficulties and the need for pedagogical practices that overcome mechanical and decontextualized teaching. The general objective was to investigate strategies capable of fostering literacy in the school environment, analyzing teacher mediation and the potential of peripheral literature in this process. The methodology is characterized as bibliographic research, with a qualitative approach, based on authors such as Magda Soares and Lev Vygotsky. The results indicate that the organization of literacy-rich environments, the use of didactic sequences, and the development of projects with a social function and real circulation of texts are fundamental for student engagement. It is concluded that the objective was achieved, demonstrating that valuing authorship and including plural repertoires promote student autonomy and protagonism, constituting essential elements for a critical and inclusive education in the contemporary educational context.