READING COMPETENCE IN THE MIDDLE SCHOOL: HISTORICAL, THEORETICAL, AND PEDAGOGICAL APPROACHES

Abstract

This article discusses the concept of reading competence and its implications for teaching practices in the middle school. To this end, it draws on normative documents, such as the National Common Core Curriculum (BNCC), as well as essential theoretical references, such as Freire (1989), Solé (1998), and Soares (2004). The study explores the historical trajectory of the notion of reading competence, its impact on educational policies, and the difficulties faced by teachers in implementing it effectively. It considers that an interdisciplinary and inclusive approach is fundamental to overcoming structural barriers and promoting reading competence for the formation of critical and autonomous individuals in the school environment.