This study made an analysis of the practices of the “Projeto Sala de Leitura” (“Reading Room
Project”), developed by the school Escola Liceu de Artes e Ofícios Mestre Raimundo
Cardoso, part of the municipal educational system in Belém, northern Brazil. The
observations and data collection were made throughout 2017. The aim of the research was to
identify the conceptions and the educational and reading practices specified in the official
documents of the Municipal Secretariat of Education and materialized by the subjects
involved in the “Projeto Sala de Leitura”. The used methodology was based on qualitative
research, case study and content analysis. The subjects of the research were the teachers of the
“Projeto Sala de leitura”, the pedagogical coordinators who accompany the project and the
board of the school Escola Liceu. We used as a procedure for data collection the recording of
interviews and the analysis and reading of the selected documents, both in the Municipal
Secretariat of Education and in the researched school. Concerning the analytical procedures,
we made a cross-reference among the sources and the speech of the various subjects involved
in the research. For this purpose, we searched a theoretical dialogue with works by authors
such as Durkheim (2011), Contreras (1983), Freire (1987, 2003), Cambi (1999), Trilla (2008),
Brandão (2016), Kato (1985), Leffa (1996), Perrotti (1999), Colomer (2007), Petit (2008),
Costa-Übes (2010), Jouve (2013), among others. The results of this study point out
contradictions between the official documents of the Municipal Secretariat of Education and
the official documents of the school. These contradictions are also perceived in the
pedagogical channelings about reading, which aim to meet the requirements determined by
the National Evaluation of School Performance (ANRESC, the Brazilian abbreviation), of the
National Government
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