A PRÁTICA DE LEITURA E A COMPREENSÃO DE TEXTOS ENTRE OS ESTUDANTES DO OITAVO ANO DO ENSINO FUNDAMENTAL II NA ESCOLA ESTADUAL RUY ARAÚJO

Reading is recognized as a fundamental tool for the construction, dissemination, and sharing of knowledge, supporting both oral and written communication. This study focuses on the development of daily and contextualized reading practices and their relevance in social interaction. The objective was to explore how reading habits can be fostered through the engagement of eighth-grade students from Ruy Araújo State School in the Reading Club, based on Vygotsky’s theoretical framework. A qualitative and explanatory approach was used to deepen the understanding of cause-effect relationships within the observed context. The research followed several stages: methodological planning, analysis of the students’ family backgrounds, creation of the Reading Club, implementation of reading workshops and storytelling activities, performance evaluations, questionnaires directed to parents, and qualitative analysis of the outcomes. The Reading Club promoted social interaction and literary engagement through reading, dramatization, and contests, enhancing creativity, oral skills, and a sense of belonging. With the support of teachers and families, reading emerged as a catalyst for building a cooperative and critical school culture.