THE ART OF READING: THE FORMATION OF THE READER FROM THE PERSPECTIVE OF THE BRAZILIAN NATIONAL COMMON CORE CURRICULUM (BNCC)

Resumen

The article explores the challenges and possibilities of literature teaching in Brazilian public schools, with a focus on the final years of Elementary Education, particularly within the state school system of Pará. This is a bibliographic and documentary research that draws upon the analysis of the National Curriculum Parameters (PCNs), the National Common Core Curriculum (BNCC), and the Reference Curriculum Document of Pará (DRC/PA). The study connects these official guidelines with theoretical contributions from authors such as Cosson, Lajolo, Kleiman, and Soares. The methodology is based on interpretative content analysis, complemented by data from the Pará State Educational Assessment System (SisPAE). The findings indicate that literature instruction is still largely guided by fragmented practices and a reliance on textbooks, which undermines the development of critical and engaged readers. The marginal position of literature in the curriculum, combined with the reading difficulties identified by SisPAE, reinforces the urgency of integrated pedagogical strategies that promote both critical and aesthetic engagement with literary texts. The article advocates for an approach to literature that preserves its formative and humanizing potential, emphasizing reading practices that involve the school, family, and community. It concludes that literature teaching must be understood as a cultural and political act, essential for citizenship formation, and that it requires investments in public policies, library collections, and teacher training.