13 de July de 2026
The impact of reading practices developed in the Learning to Study Texts (AET) project is the subject of an article published in Cadernos de Pesquisa, a journal of the Carlos Chagas Foundation. The study, conducted by Nicole Paulet Piedra, director of Labedu, and Angélica Sepúlveda, special collaborator, analyzes how AET contributes to qualifying the work of 4th and 5th grade teachers in teaching reading and text comprehension.
The work, entitled “Training and representations of school text reading practices,” examined records produced by teachers throughout the cycles of study and implementation of AET proposals. These records—a structural part of the project’s methodology—made it possible to identify how the references introduced in the training become part of teachers’ representations of what, how, and why to teach reading.
The thematic analysis revealed consistent advances in the variety and depth of actions reported by teachers. The data showed greater intentionality and greater attention to students’ comprehension processes, indicating that systematic work with model proposals and practice analysis promoted a qualitative leap in pedagogical decisions.
These findings reinforce the strength of training pathways based on investigative cycles, in which theory, practice, and reflection feed back into one another. The publication also highlights a central principle of Labedu: the combination of research and implementation as a pathway to qualify teaching and generate applicable knowledge, as Nicole explains: “By including record-keeping as an intentional strategy for monitoring implementation, we strengthen formative processes that generate deep learning for educators and, at the same time, produce knowledge that broadens understanding of the field of continuing education. Training ceases to be an isolated episode and becomes a continuous process of analysis, feedback, and reorientation, a spiral of learning in constant renewal.”
Access the full article on the journal’s website: https://publicacoes.fcc.org.br/cp/article/view/12075