Literary gathering: a transformative practice at school

Abstract

This article presents a summary of an ethnographic research study (Magnani, 2002; André, 2012) in a public school within the Curitiba Municipal Education Network, which implemented the “Sarau Literário” project to address students’ difficulties with reading. The teaching staff regarded the project as a significant strategy to reverse that scenario. The fourth edition of the project took place in 2022, during which a researcher monitored a 4th-grade elementary school class. The study was based in the theories of Bajour (2012) and Colomer (2007) on the role of schools in shaping readers, of Poslaniec (2006), Nascimento (2011), Tennina (2013), and Cerrillo (2016) on the literary soirée, and of Cosson (2006, 2017, 2020) on literarature literacy. The research confirmed the benefits brought about by the project’s implementation, identified challenges encountered during its development, and suggested pathways for its improvement in future editions.