A experiência ativa dos clubes de leitura na formação dos leitores: O caso do Clube de Leitura Fronteira do Saber, em Nova Olinda, no Ceará e o do Clube do Livro, em Floriano, no Piauí

Abstract

This research analyzes the development of reader training in two reading clubs located in the interior of Northeast Brazil, specifically in Ceará and Piauí: the Clube de Leitura Fronteira do Saber, in Nova Olinda (CE); and the Clube do Livro do IFPI, in Floriano (PI). The study examines the practices developed in these two clubs, which promote reading and the development of reader training beyond formal education. The research presents theoretical contributions by expanding the literature on the subject, and practical contributions by providing an analysis of methodologies and experiences of reading clubs embedded in specific social contexts, which can serve as a reference for professionals interested in similar initiatives. The theoretical framework is based on authors who discuss shared reading, reading clubs or circles, conceptions of reading, and the formation of literary readers, such as: Cosson (2020, 2021a, 2021b, 2021c), Petit (2009, 2010), Maria (2016), Kleiman (2002), Todorov (2023), Reyes (2012), Yunes ([2010?], 2014), Lajolo and Zilberman (2019), Leffa (1996, 1999), Colomer (2007), Garcia (2003), Ceccantini (2009). Methodologically, a quantitative-qualitative approach was adopted, with a multiple case study design (Yin, 2015), using questionnaires, interviews, and document analysis. The analyses were conducted using descriptive statistics (Gil, 2019) and content analysis (Bardin, 2016). The results indicate that, in the Fronteira do Saber Reading Club, the activities of the Book Club and Reading Circles are central practices for the development of participants as readers. In the IFPI Floriano Book Club, the data reveal that the initiative constitutes a welcoming and enjoyable experience, characterized as a space for the enjoyment of reading, and not for obligation, in which participants can express themselves authentically about their readings and the construction of meaning.