READING AND YOUTH AND ADULT EDUCATION

Abstract

This paper aims to identify conceptions about the act of reading as well as pedagogical and social practices directed to reading training of Youth and Adult Education students. To do so, a bibliographic research of papers indexed in SciELO data base, published from 2015 to 2017, was conducted. The research identified contributions organized into four categories: literacy; information and communication technologies; interdisciplinarity; and personal narratives. The results point out tensions between conceptions about the act of reading unveiled in Youth and Adult Education reading practices present in the papers. Such conceptions and practices either prioritize learning decoding, norms, fluency and oratory or the sociocultural dimension of reading as a dialogic, inclusive and interdisciplinary act, a task to be carried out by school and community. The act of reading can be mediated by the use of technologies and should be built through interactions, in school, between students and teachers, and, in other contexts, between people, being a process that occurs from inside to outside, through the production of meaning.