期刊名称：Estudos de Literatura Brasileira Contemporânea
印刷版ISSN：2316-4018
出版年度：2017
期号：50
页码：311-329
出版社：Estudos de Literatura Brasileira Contemporânea
摘要：In recent years, there have been several discussions about the education of readers, mainly after the disclosure of the low reading scores of Brazilian students. Contributions and strategies of all kinds - from the most theoretical to the most practical - have been adopted in order to overcome this state of affairs. Amongst these initiatives, the National Program for School Libraries (PNBE / MEC) stands out. Since 1997 the program has worked to democratize students’ access to Brazilian and foreign youth and children’s literature and to provide teachers and students in Brazilian public schools with research and reference materials. Another program, the Institutional Program of Scholarship for the Introduction to Teaching (PIBID / CAPES), created in 2007, has focused its efforts in two directions: continuing education of teachers, which are encouraged to reshape their educational practices, acting as a link between elementary education networks and institutions of higher education. In addition, the PIBID/CAPES also impacts undergraduate education in that the students enrolled in degree courses have the opportunity to improve their teaching practices and, therefore, achieve a more solid pedagogical formation. The aim of this article is to discuss the importance of these two public policies to promote literary reading. In both cases, mediation has become an increasingly important aspect in and for the training of readers.
