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The main purpose of this investigation was to answer the following question: what must schools do to fulfill completely their task of forming readers? I have related and analysed the procedures of the project “Letras e Livros” in the city of Embu das Artes/SP during the years 2002 to 2006, which produced a substantial reduction in the number of children who were not able read after four years of school. Positive effects of these actions suport our assumption, that individual personalysed help offered to socially and cognitinely vulnerable children were effective. They suported also the psychogenetically based hypothesis of the value of personally significant tasks and cooperative reading. Enlarging literary konowledge through oral readings was decisive too.The best case reports produced during the project were used for analysis and inspiring model prooving useful to improvement of professional skills.

Do imperativo ético à demonstração empírica: o Projeto Letras e Livros no Embu das Artes