Reading tales as teaching method for the Club Reader based on Historical-Critical Pedagogy

This article deals with a proposal of pedagogical intervention in a state public school in Ceara, through the elaboration and execution of a reading club called Club Reader. The project is carried out with the support of the Interinstitutional Scholarship Initiative Program (Pibid) and was conceived by a group of teachers from the school in which the club is inserted. The text exposes the methodology of research in two phases: the first one, bibliographical, presents the theoretical reference used in the elaboration of the Club Reader project; the second describes how the action is performed. The Club Reader is framed as an action research for proposing an action that intervenes in the environment in which the research is carried out, as well as being performed by the members that make up this group. Pedagogically, the project is advocated circumscribed in Historical-Critical Pedagogy. The relevance of the Club Reader project is given in the opportunity to offer students the instrumentalization for access to quality literary works.