Um convite à reflexão sobre a importância da leitura

Abstract

The Base Nacional Comum Curricular (BNCC, 2018), the Plano Nacional de Educação (PNE, 2025-2035) and the Lei de Diretrizes e Bases da Educação Nacional (LDB, 1996) they foresee reading as a practice present in the educational formation process since the early grades. Through it, people establish a channel of communication with different cultures, as well as broaden their horizons and create connections between the past, present, and future. Critical and reflective reading expands the student’s perspectives and encourages them to question their personal beliefs, promoting the construction of a holistic understanding of the reality around them. Thus, reading transcends the search for information and is configured as a process in which data is converted into knowledge. Thus, the general objective was proposed to analyze the importance of encouraging reading from the early grades, as well as to study the significance of reading based on theoretical assumptions. From the main proposal, establish the specific objectives: to conduct a survey on which elements are necessary to promote the habit of reading in the classroom; to collect necessary information that can demonstrate the relevance of reading and to understand reading as an instrument of social emancipation. Of a qualitative nature, it is based on documentary and bibliographic research, classified as descriptive in terms of objectives. The collection of information was carried out through bibliographic review, with consultation of the CAPES portal, Scientific Electronic Library Online - SciELO, Brazilian Digital Library of Theses and Dissertations - BDTD, Library of the Federal University of Tocantins, among others. Through the mentioned channels, some authors of the study include Freire (1989, 1991, 1993, 2001, 2009), Aguiar (1985), Gadotti (1996, 1999), Geraldi (2010), Garcia (2005), Saviani (2008), Vygotsky (2001), Zilberman (1999), Martins (1982; 2006), Menezes (2014), Dorneles (2012), Kleiman (1995), Brandão and Micheletti (2002), Fernandes and Murarolli (2016), Carneiro (2003), Ferreira Júnior (2010), Lajolo (1996), Pereira (2014), Ribeiro (2003), Lerner (2002) among others. The results indicate that, in the early grades, reading requires planned pedagogical strategies, such as the careful selection of materials, the creation of conducive environments, and their articulation with other activities. Despite regulations such as the BNCC (2018), the PNE (2024-2034), and the LDB (1996), as well as public policies aimed at promoting reading and writing, structural challenges persist, including a lack of resources, inadequate libraries, and fragmented teacher training. These difficulties reflect the persistence of historically rooted exclusionary practices in the Brazilian educational system. In this context, the teacher acts as a mediator between the text, the student, and reality. School reading should be understood as a social practice linked to citizen formation, and its implementation depends on material conditions and coordinated actions between public policies and teaching work.