A construção escolar do Plano Nacional de Leitura português: do discurso político às práticas

Abstract

The social crediting of reading, as well as the political investment materialized in the National Reading Plan (PNL), make it a privileged field to analyze the reception modes developed by teachers.

This artical aims at contributing towards the widening of knowledge about reception processes of school construction. Furthermore, it presents clues concerning the evaluation of the development and consecution of that political measure, as well as the definition of continuing teacher training policies.