Reading teaching for human development: the place of BNCC

Abstract

This article presents results the research was configured as a documentary research in which we sought to gather, analyze and discuss the information published in the document, approved in December 2018.Through this study, we sought to understand how it manifests itself, along the BNCC, the concept of teaching reading in initial and final series. The study of reading is claimed as a meaning-making activity, which, according to Kleiman (2008), provides that the reader is an active subject, who ceases to be only the recipient of knowledge and becomes a (re) creator of meaning. Moreover, it is a cognitive process of meaning making for a text in which the reader uses various cognitive strategies based on prior knowledge and interactions, therefore, it is an interactive conception of reading.