THINKING, READING AND WRITING: THE CONSTRUCTION OF THE HUMAN BEING AND THE CHANGE OF THE WORLD

Abstract

The report presents the implementation of the pedagogical intervention project "THINK, RE-AD, AND WRITE: the construction of the human being and the change of world" at ECIT Advogado Nobel Vita (Coremas, PB), developed during the 2024 academic year with 3rd-year high school students (classes A and B), designed to strengthen critical thinking, reading and writing skills, and socio-emotional health, preparing them for academic challenges (ENEM, university entrance exams) and for the full exercise of citizenship. The intervention articulated four integrated methodological phases throughout the year: project presentation and co-creation with students; visits to the school library, shared reading circles, critical analysis of journalistic and literary texts, group work with selected books; textual production workshops (reviews, summaries, argumentative essays), including preparation and participa-tion in the state-level "Desafio Nota Mil" contest (DETRAN-PB and SEFAZ-PB); and a phase dedicated to strengthening socio-emotional health, in partnership with the municipal health secretariat, culminating in an interdisciplinary educational competition ("I interpret, You interpret, He/She interprets") that integrated all themes addressed. The educational re-sults demonstrate significant gains in performance and engagement: the school achieved nota-ble state-level recognition in 2024, with students obtaining first, second, and third places in "Desafio Nota Mil" (including a perfect score of 1000 and prizes of notebooks and iPhones), in addition to 4 gold medals, 1 silver, 2 bronze, and 4 honorable mentions at the National Sci-ence Olympiad, and 1 gold, 3 bronze, and 1 silver at the Sertaneja Mathematics Olympiad, with broad visibility on official portals that publicized the achievements and student mobiliza-tion. From a pedagogical perspective, the approach fostered BNCC competencies, strengthe-ning autonomy, critical-reflective reasoning, linguistic competencies (proficient reading, argu-mentative writing, textual interpretation), collaborative work, and youth protagonism, while connecting scientific, literary, and socio-emotional education to real contexts and students' life projects. It is concluded that the pedagogical intervention structured around critical reading, reflective writing, and socio-emotional strengthening, articulated with institutional partners-hips and educational competitions, is a viable, inclusive, and effective strategy to qualify lear-ning, motivate students, reduce dropout rates, and consolidate comprehensive and civic edu-cation in public high schools.