Da leitura à construção de sentidos: o papel do professor, do leitor e das estratégias de compreensão leitora na educação básica

Abstract

This study aimed to analyze, in recent academic literature, the activities and strategies used for the development of reading comprehension in basic education, identifying the main issues related to the teaching of reading, as well as the roles attributed to teachers and students in this process. The research is a bibliographic review of a qualitative nature, with a descriptive and exploratory approach. The corpus consisted of scientific articles selected from the CAPES Journal Portal, accessed through the CAFe Portal of the Federal University of Technology – Paraná (UTFPR). The descriptors used were “reading comprehension”, “reading activities”, “basic education”, “reading strategies”, and “critical reading”, combined using Boolean operators. Initially, fifteen articles were identified; after applying the inclusion criteria — publications in Portuguese, in the field of Linguistics, Literature, and Arts, between 2020 and 2025 — nine articles composed the final corpus. The texts were submitted to full reading and thematic coding, organizing the data into four analytical categories: problems in reading instruction, role of the teacher, role of the student, and reading comprehension activities and strategies.The results showed that the main problems identified in the literature remain associated with pedagogical practices centered on decoding and extracting explicit information from texts. Several studies pointed to the predominance of mechanical activities focused on locating literal answers, with little emphasis on critical interpretation, inferential construction, and active student participation. There was also frequent criticism of the use of reading as a tool for teaching grammatical content or for carrying out assessment exercises. Regarding the role of the teacher, the articles consistently define them as a reading mediator. Their role involves planning activities, guiding the use of cognitive and metacognitive strategies, promoting discussions, and creating situations that foster interaction between text, reader, and context. The studies also highlight the importance of teacher education for implementing more meaningful reading practices. Regarding the student’s role, the results indicate a conception of the reader as an active participant, responsible for formulating hypotheses, activating prior knowledge, making inferences, monitoring their comprehension, and participating in collective discussions about texts. Reading autonomy appears as a central element for the development of critical comprehension. Among the most frequently identified strategies are prediction, inference, rereading, shared reading, discussions, comprehension monitoring, question formulation, gamification, and the use of digital technologies. The analyzed studies show that such strategies enhance reading comprehension when combined with qualified teacher mediation and active student engagement. The data indicate that recent literature supports an interactive and dialogical conception of reading, in which comprehension results from the relationship between text, reader, and context. The formation of critical and autonomous readers depends on overcoming mechanical teaching practices and adopting diversified strategies that promote meaning-making.