Reading, knowledge systems and textual processing

Abstract

The objective of this paper is to reflect on the importance of reading, as well as to reflect on the strategies used in the teaching-learning process of reading in Brazilian public schools. Thus, bibliographic studies were carried out with those on which the ideas of this article are based. From the 1970s onwards, Brazilian education went through a process of democratization. A school was created for all, however, the school grew in quantity, but the same did not happen in quality, because it was not prepared to give a quality education to all who had access to it. The present work is based on the studies of applied linguistics, based on authors such as: Isabel Solé, Angela Kleiman, Paulo Freire, and Ingedore Koch & Vanda Maria Elias. The cited authors make a distinction between reading strategies, classifying them as "cognitive" and "metacognitive". Cognitive comprises the unconscious procedures that the reader undertakes to understand a text. Metacognitive strategies, on the other hand, are procedures in which the reader has defined goals in mind, thus having conscious control of the actions he performs, that is, they are action strategies that can be consciously controlled.