Práticas de leituras literárias e suas contribuições à formação omnilateral no Ensino Médio Integrado do Instituto Federal Campus Ibirité

It is believed that the practice of literary reading, as a formative and emancipatory practice is an important element in the constitution of an omnilateral education, in line with the principles that guide Professional and Technological Education (EPT). In this context, this dissertation aims to understand how literary reading practices occur in the Integrated High School program from the perspective of teachers of different subjects at IFMG (Federal Institute of Minas Gerais) Ibirité campus. The specific objectives include identifying which literary texts are read, pointing out the functions of literary reading practices from the perspective of teachers of different subjects at IFMG Ibirité campus, and designing an e-book that proposes the formation of Reading Circles for the development of literary reading practices. The methodological approach employed consisted of qualitative research, based on the contributions of Creswell (2017) and Wolcott (1994), including bibliographic and documentary study as well as semi-structured interviews with four teachers from different disciplines. Institutional documents (curricular programs and syllabi) were analyzed, and procedures of categorization, description, analysis, and interpretation of data were carried out. The theoretical framework adopted included the conceptions of literacy (Street, 2006, 2014; Barton; Hamilton, 2000) and studies on literary literacy (Cosson, 2011, 2014a, 2020; Paulino, 2007; Barros, 2014), in addition to authors who discuss Professional and Technological Education and omnilateral education (Saviani, 1989; Manacorda, 2010; Kuenzer, 2002; Pacheco, 2010; Oliveira, 2020). The research results reveal that literary reading practices, although present in various subjects, are more systematized in Portuguese Language classes due to the nature of the subject and the curricular guidelines. Teachers in this group demonstrated a greater diversity of teaching strategies, including shared reading, guided study, dramatizations, and podcasts. It was observed that practices in both groups are permeated by various purposes — ranging from the functional use of literary texts to the encouragement of aesthetic enjoyment. However, only the group of Portuguese Language teachers more clearly emphasized pleasure and appreciation for reading as objectives. A scarce occurrence of interdisciplinary literary reading practices was also noted, although teachers recognize their integrative potential. As an Educational Product, an e-book was created consisting of an anthology of short stories addressing the theme of the world of work, accompanied by a didactic proposal aimed at forming Reading Circles. This proposal is mainly based on the theoretical contributions of Cosson (2021) and Street’s (2014) concept of “ideological” literacy, as well as on the findings of this research. Its objective is to support the pedagogical work of teachers from different disciplines and to foster the development of literary literacy within the perspective of a critical and omnilateral human formation. The research data suggest that, when planned in a subjective, dialogic, and critical manner, the practice of literary reading can contribute to the development of literary literacy and to the integral formation of students in the Integrated High School program