14 de July de 2026
Reflections on the process of reading mediation with education professionals are the theme of an article published by the scientific journal Sede de Ler, from the Faculty of Education at Fluminense Federal University (UFF). The authors are Cecília Maria da Silva Diniz, trainer on Labedu’s team, and Maria Madalena Monteiro da Rocha and Bianca Miguel, who were part of the team in previous years. The activities described in the publication are part of the project Learning: inside and outside school, conceived by the Laboratory of Education and carried out in partnership with the State Department of Education of Maranhão and the Departments of Education of five municipalities in the region.
The text addresses the work planned to expand and bring educators closer to reading strategies and to contribute to the consolidation of reading capacities, as well as to the valorization of reading habits in their lives and in educational practice with children. In this way, it can support professionals who work in the area of reading education with adults working in basic education.
“My personal process of approaching reading was late, it took me a long time to have books and to read and here I see the importance of children having the chance to approach literature from an early age,” states an education professional participating in the project in a testimony recorded by the article.
The publication starts from the theoretical recognition that it is only possible to train other readers if one has the reading experience oneself. From this idea, it identifies the bottlenecks of the initiative, and addresses the solutions found to deal with challenges imposed by the online format of the meetings, as a result of being carried out during the Covid-19 pandemic.
Reading mediation with educated adults sought to find ways to establish bonds with education professionals, and to deal with the school culture based on the idea of passive reading, which marked their experiences. Another important factor was the planning of good interventions carried out during the mediations, based on questions that provoke and invite the group to take a position, to think about themselves in relation to what was presented in the text.
Read the full text of the publication.