DIALOGIC LITERARY GATHERINGS AND READING DEVELOPMENT IN BASIC EDUCATION: CONTRIBUTIONS TO LEARNING, PEDAGOGICAL MEDIATION, AND THE DEMOCRATIZATION OF LITERATURE

Abstract

Dialogic Literary Gatherings constitute a pedagogical practice grounded in Dialogic Learning that has emerged as an effective strategy for fostering reading development in Basic Education. This study is a qualitative, exploratory investigation based on a narrative literature review aimed at analyzing the contributions of Dialogic Literary Gatherings to learning, pedagogical mediation, and the democratization of literature. The corpus consisted of books, scientific articles, institutional documents, and national and international academic publications addressing Dialogic Learning, reader education, and literary education. The analysis showed that reading development requires systematic mediation experiences capable of promoting dialogue, shared meaning-making, and active student participation. The findings indicate that Dialogic Literary Gatherings enhance reading comprehension, oral communication, argumentation, and the expansion of cultural repertoire, while also strengthening values such as cooperation, respect, and democratic participation. It is concluded that this methodology represents an evidence-based educational practice aligned with the principles of the Brazilian National Common Curricular Base, contributing to students' holistic education and to the democratization of access to literature.