EDUCATIONAL REFORMS - ADVANCES AND SETBACKS FOR READING POLICIES Angélica Carreira Bela Alves, Irene Silva Coelho, Mariângela Camba

Abstract

The article presented here is part of an academic study carried out in the discipline “Public Policies Implemented in Elementary Education”, of the Master's course - Teaching Practices in Elementary Education, at the Metropolitan University of Santos-Unimes. The theoretical basis on educational policy is related to the studies of Saviani (2008); Singer (1996), Hofling (2001); Stephanou (2004) regarding; to support reading (Bakhtin, 2003); (Marcuschi, 1997), in addition to current articles and websites. It is a theoretical research of the political process in education in Brazil, which reflects on the changes that have occurred in the area of ​​Education in an attempt to improve access to school and books through actions, reader training policies, projects, and even the changes proposed at this time by the provisional measure that will withdraw investments given to Education and reading projects that aim to bring students closer to books and culture. It is necessary to know the political history of Education in order to have a broad and critical view of what has been done and is being done for education, for the students who are the reason for the entire educational process. Reading, in this historical process, will receive special attention since it is necessary to form a critical and active citizen in society. This involves researching bibliographic reviews and published documents.