Reading in Brazilian Basic Education official documents since the 1990s.

Abstract

Since the 1990s, national education documents have introduced innovations that have contributed to both the understanding of the curricular vision and teaching practice in relation to reading instruction. Reading practice in this new context aims to form a critical and competent reader. And in this formative process, teaching activity is essential and demands that teachers reflect on their praxis, not only focusing on the content to be taught, but also revisiting current legislation that guides it, thus verifying whether their performance is in accordance with what is proposed by official determinations. Thus, the objective of this article is to map the research and documents of Brazilian education that discuss the teaching of reading in the final years of elementary school. The research used a documentary and bibliographical approach that consists of reviewing the concepts and reflections on reading based on theses and dissertations (2019-2023) and the authors: Freire (2012, 2015), Gimeno (2008), Kleiman (2000), Kleiman and Moraes (2008), Solé, (1998), Silva (2005), Lajolo (2006), Rangel and Rojo (2010), and Vasconcelos (2012). In the final considerations, he highlights reading as an interactive, discursive, social activity, which provides those who practice it with the means to process, disseminate, and master knowledge.