TEACHER TRAINING: CRITICAL READING IN PUBLIC SCHOOLS

Abstract

This article discusses teacher training for reading instruction and its relationship with pedagogical practices and current curricular documents in Brazil. It begins with an understanding of reading as a social, cultural, and political practice that should be intentionally mediated by the teacher in the school environment. The central objective was to analyze how initial and continuing teacher training contributes to the mediation of critical reading in public schools, also considering the influence of the National Common Curricular Base (BNCC), the National Book and Reading Plan (PNLL), and public policies focused on books, reading, and the valorization of the teacher as a reader. The research was based on a qualitative bibliographic review, drawing from authors in the field of education, case studies, and official documents. The study revealed that, although there are guidelines that value reading as a right, there is still a large gap between what is proposed and what is experienced in schools, especially due to a lack of specific training, adequate infrastructure, and continuity of public policies. It is concluded that strengthening teacher training and integrating reading policies into daily school life are possible ways to guarantee access to reading as a practice of critical, ethical, and civic education.