Abstract:
Reading is a powerful instrument of emancipation. When directed towards
interpretative, critical, and reflective capacities, it has a significant impact on human
development. For this movement to occur, the mobilization of specific structures such
as school, teachers, family, and the individual is essential. The central objective of
this dissertation was to comprehend, based on the theoretical production of scholars
dedicated to the analysis of human behavior and the role of reading in education, the
influence of reading in constructing a more enlightened and reflective individual.
Additionally, we sought to explore the contributions that educational agents, such as
schools, families, teachers, and society, can offer to the formation of this individual.
To achieve this, we adopted a qualitative, exploratory approach with an analytical descriptive orientation. The method involved the analysis of works by contemporary
authors addressing the themes of reading and human development. We also
conducted documentary research based on normative texts governing education in
the State of Goiás to examine legal guarantees related to working with reading from a
critical perspective. The interpretation of the collected material followed the principles
of content analysis. As a result, we gained a deeper understanding of the role of
reading in constructing a more enlightened society and how this practice can
influence human subjectivity.
