O paradigma da leitura na educação contemporânea: suas implicações no contexto de uma Instituição Federal de Ensino Superior no interior do Amazonas

Abstract

Reading is initially presented as an instrument of political, pedagogical, and cultural emancipation, strengthening marginalized social segments in the academic space. The library assumes a relevant role in the formation and dissemination of knowledge that contributes to the visibility and representation of regional knowledge and cultures as part of the academic knowledge construction of students in the Bachelor's degree programs in Nutrition, Bachelor's degree programs in Sciences: Biology and Chemistry, and Bachelor's degree programs in Sciences: Mathematics and Physics, valuing content brought from the territorial experiences of its readers. Therefore, the objective of this research is to analyze the implications of the reading paradigm adopted by a federal higher education institution in the interior of Amazonas state on the academic and critical development of students. The study is qualitative in nature, with an exploratory-analytical approach, and the procedures adopted were bibliographical research and document analysis. The results point to the need to redefine pedagogical concepts regarding the social practice of reading at the Institute of Health Biotechnology (ISB), integrating the inclusion of new methodologies shared by faculty and librarians who recognize the new possibilities of texts and languages available in the digital environment in contemporary society for the benefit of students in the aforementioned programs. Future research is recommended to deepen the approach to reading from an interdisciplinary perspective, considering it as a transversal competency essential to academic education. It is also suggested that pedagogical practices be investigated that enhance the development of critical reading in different fields of knowledge, especially in higher education, where reading plays a central role in knowledge construction, scientific argumentation, and professional development.