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This ethnographic case study investigates reading mediation and reader training in the context of a Farol do Saber (Knowledge Lighthouse) in the Curitiba Municipal Network of School Libraries (RMBE). The research is structured in three phases: exploratory, data collection and the systematic analysis phase. The theoretical support for the research is anchored in scholars in the field of reading and reader education and in studies on school libraries. Accompanying the daily life of the Farol do Saber problematises the role of this space in the formation of readers. Observing the implementation of actions planned by the reading agents involving reading and storytelling, she reports on the limits and possibilities of the Farol do Saber for reader education. It considers the quality of the collections and the importance of quality mediation for the formation of a competent reader. Given the data collected in the space investigated, the need for greater integration between the Farol doSaber and the school is emphasised. It is also evident that the collections and the space of the Lighthouse of Knowledge are being little used and that the function of the Lighthouse of Knowledge as a privileged place for access to reading needs to be rethought.