 place of different characters. Thus, the reader knows the emotional world, which lives without danger at the time of reading. He or she knows solutions to emotional crises, which they can apply later.
Successful reading acclimatization begins as early as the preschool age in the family. Also at the beginning of school, in this context, a principal place for the success of school education emerges, especially when one learns to read. This is the basis for a future, positive reading ability. For this reason, the Swiss-Brazilian School of Curitiba attaches great importance to an explicit promotion of reading, consciously and systematically developing and demanding interest in it, the pleasure of reading, reading strategies and the decoding abilities of the students. With the participation of the whole school through actions and activities planned during the school year, such as reading competitions, reading days, fixed reading times, visits to the library, reading of authors, reading projects and literature, the school seeks to establish a reading culture appropriate for all ages.
In addition to information and facts, students are given additional access to many ideas and values. Reading competence thus represents a universal cultural tool whose importance does not diminish even in an altered media society. It provides the necessary preconditions for the competent and self-determined use of the media to further develop their knowledge and potential.
Check out how the amazing first Reading Day of the Swiss School of Curitiba was:
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