ABSTRACT
This article, which part of a qualitative research (2017), aims to analyze the formation of reading school practices in Brazil, starting from two axes: public production policies and access to books and reading, in addition to theories and methods that influenced their practices. The results point out that the school reading practices move from the decipherment of the alphabetical code to the processes of interaction of the reader with the text, in different ways of reading that circulate in society and penetrate the school space by its main mediators, the teachers. One issue to be explored in other research emerges in this process: the ruptures and continuities in the relationships between school and out of school readings.
Keywords:
Reading; School reading practices; History of Reading in Brazil