Leitura e escrita e a formação do leitor crítico

Abstract

To help students understand what they read and assist them in acquiring diverse knowledge, the school uses literacy practices so that students acquire critical sense and know how to position themselves in the most diverse communicative situations. Based on this, this work aims to study school practices that facilitate the formation of efficient and critical readers and reflect on what guides the National Common Curricular Base (BNCC) for the training of these readers. The methodology adopted was bibliographical research with a qualitative approach. The bibliographic review, according to GIL (2002), is research developed based on material already prepared, consisting mainly of books and scientific articles that serve as the basis for its analyses. In this investigation, answers were sought in the works of FREIRE (1989), SOARES (1999), KLEIMAN (2005), ANTUNES (2003, 2017) among others. Furthermore, we found support from the BNCC itself. As results, we highlight the importance of working with reading and literacy practices continuously throughout the school years so that students aware of this knowledge can position themselves, question and reflect on their position as part of a literate society. In summary, to reach the objective of teaching them to be more critical in relation to what they read, it is necessary, in addition to the teacher's commitment to preparing classes based on the guidelines of official documents, to also use strategies that create possibilities for students to students understand between the lines. These premises are supported in the official documents that govern Brazilian education and in the works of the authors used in this research.