Reading Territories

Revitalizing School Libraries to Promote Social Transformation through Reading

Abstract

This study presents the social impact of the project “Territórios da Leitura” (Reading Territories) on the promotion of reading and citizenship in public schools located in vulnerable communities in Northeastern Brazil. The research adopts a qualitative, descriptive, and exploratory approach, with characteristics of action research. It analyzed the implementation of the project in the state of Ceará between 2019 and 2025 through documentary analysis and participant observation. Data were analyzed using content analysis, particularly thematic analysis, as proposed by Bardin (2011). The results are organized into four categories: (1) presentation of the project and its methodology; (2) physical and symbolic revitalization of reading spaces; (3) literary mediation practices and teacher training; and (4) articulation with public policies. The project’s impact is highlighted in the transformation of school environments into welcoming spaces, the strengthening of students’ emotional bonds with reading, and the expansion of access to literature in historically marginalized communities. It is concluded that the project represents a public policy in action, with potential for replication and systemic impact. By promoting reading as a cultural right and a practice of belonging, Territórios da Leitura contributes to addressing inequalities and building a reading culture in peripheral territories. Longitudinal monitoring of the project's impact and the strengthening of public policies to ensure its sustainability are recommended.