DISCURSIVE SKILLS: READING SKILLS AS AN INTERACTIVE PRACTICE OF THE PORTUGUESE LANGUAGE

Abstract

The report presents the implementation of the pedagogical intervention project "DISCURSIVE COMPETENCIES: the reader's knowledge as an interactive practice of the Portuguese Lan-guage" at Escola Cidadã Integral Maria Soledade Assis Freitas (Cajazeirinhas, PB), developed during the 2024 academic year with 1st and 3rd-year high school students (classes 1A, 1B, and 3A), designed to address proficient reading deficits identified in diagnostic and entrance asses-sments, improve academic performance, and develop oral and written discursive competencies, preparing students for ENEM and consolidating life projects. The intervention articulated inte-grated didactic sequences throughout the year, including interdisciplinary actions (Portuguese Language, History, Geography, Art, Elective, Integrative Practices), participation in "Desafio Nota Mil" and "Avança IDEB PB + Aprendizagem" programs, lectures and workshops on traffic education, autism, emotional health, cultural heritage, and citizenship, field trips (Nossa Senhora do Rosário Church, Estação Ciências, Centro Cultural São Francisco, Pedra do Tendó, Pico do Jabre), creative writing activities, debates, reading circles, literary seminars, cultural competition, and use of digital tools. Educational results demonstrate significant performance and engagement gains: students won awards in "Desafio Nota Mil" (notebooks, cell phone, iPhone), notable parti-cipation in FLIREDE 2024 with winning literary texts in the teacher category, improvement in quarterly averages (1st year: 6.5 to 7.8; 3rd year: 6.8 to 8.0), high proficiency in SIAVE asses-sment, and broad student protagonism. From a pedagogical perspective, the approach fostered BNCC competencies, strengthening critical thinking, cultural and linguistic repertoire, autonomy, collaborative work, and belonging to the Portuguese language, connecting linguistic, literary, and cultural education to real contexts. It is concluded that the project, grounded in Paulo Freire and structured through active methodologies, interdisciplinarity, and investigative practices, is a via-ble, inclusive, and effective strategy to qualify learning, motivate students, and consolidate rea-ding and civic culture in public high schools.