A Literatura como prática social: uma análise dos PPPs de Escolas Municipais de diferentes índices no IDEB.

Abstract

This study analyzes reading as a social practice by examining the Political-Pedagogical Projects of municipal schools in São Gabriel do Oeste, Mato Grosso do Sul (MS), which have varying IDEB scores. It draws upon Soares’s (2020) concepts of *alfabetização* (basic literacy/decoding skills) and *letramento* (broader literacy practices), as well as Cosson’s (2006) concept of literary literacy, to argue that reading is a social and cultural practice. The study investigates the role of literature and reader development in the third year of elementary education. Its general objective was to analyze how literary literacy is conceptualized and fostered in municipal schools serving third-grade students. Specifically, the study sought to understand the conceptions of reading found in the institutions' Political-Pedagogical Projects, identify initiatives aimed at reader development, and assess the presence of this theme within the schools and their official documents. The research employs a qualitative approach, involving document analysis of the Political-Pedagogical Projects and IDEB scores during the first semester of 2026. The results revealed that while both institutions acknowledge the importance of reading, their documented proposals focus primarily on developing technical and basic literacy skills, lacking explicit references to the development of literary readers.