This research investigates the representations and reading practices of Class II School, whose central focus is to contribute to the identification and reflection of existing reading practices in that school, aiming at a continuous process of raising awareness of the importance of reading in the school environment. Consequently, it seeks to assess the level of influence of the educator on the student in the formation of reading habits, enabling the latter to become a critical and reflective reader. The starting point consists of verifying the extent to which the school has been fulfilling its function of training readers, in the sense of enabling students to acquire a reading practice that goes beyond the simple decoding and oralisation of written texts, in the understanding that reading comprises the politicisation of the subject, the knowledge of their being and their world. I understand that reading is not just about reading books (reading the written word), but about reading the world, an object or an everyday scene. The formation of readers must involve spontaneity and the pleasure of reading.