READING PRACTICES AT SCHOOL AND QUALITY IN/OF EDUCATION

Abstract

This article aims to show how the development of reading practices in the school environment constitutes an essential tool for building an educational system of effective quality, aligned with the context in which students are inserted. This is an exploratory bibliographic study of a qualitative nature that sought to clarify the historical conceptualization of the term quality in/of education and present discussions related to the quality parameters to be adopted in the Brazilian educational system based on reference works by Luiz Fernandes Dourado ; Marcelo Mocarzel and Jorge Najjar; and Romualdo Portela de Oliveira and Gilda Cardoso de Araújo. In this way, also, through the bibliographical survey, we sought to understand the processes that involve reading as a social act, an essential tool for the democratization of education and the implementation of a fairer society, in the works of Paulo Freire, while for In the discussion about reading and literary literacy, publications by Magda Soares, Isabel Solé and Rildo Cosson were used. The article concludes, (re)affirming the close relationship between quality processes in/in education and reading practices within the school context as a consequence of liberating education, considering that the mastery of written language and critical reading they make it possible to increase the quality of the results of educational actions and manifest themselves positively in the social environment, making it more fair and democratic.