Eclectic Reading as an Essential Tool for Encouraging Government Programs in Public Institutions

Abstract

This article addresses the theme: The relevance of eclectic reading, in the mother tongue, in the Pedagogical Workshops of the Mais Educação Program and in the Complementary Activities of the Full-Time School, as a driver for educational improvement. The Mais Educação Program is one of the government programs created as a policy to combat poverty and social exclusion. It foresees socio-educational actions in the counter-shift for students in Primary Education, especially in the Early Years. Meanwhile, the Full-Time School Program engages in a perspective of development within a public school, fulfilling its social role, which is to provide children and adolescents access to linguistic knowledge, reading different types of texts, and transversal themes, highlighted in recent times. By contextualizing them with the world they live in and the reality that surrounds them in the municipality. Both programs are implemented in the city of São Borja, located in the western border of Rio Grande do Sul. The goal of these programs is to provide students with conditions to have an additional space at school that enables the continuity of studies, ensuring that there is no discontinuity in pedagogical intervention. The methodology to be used will be bibliographic, and the argumentative approach proposed by Secci will be applied. Emphasis will be placed on playful and enjoyable eclectic reading, aiming for improvement in the language area within public institutions. It is justified that by reading, the individual becomes a critical, politicized, and active reader in society.