LITERACY AND READING COMPREHENSION FROM THE PERSPECTIVE OF SCIENTIFIC PRODUCTION BETWEEN 2020 AND 2025

Abstract

This article analyzes the relationship between literacy and reading comprehension in the Brazilian educational context, motivated by the following question: how does recent scientific production highlight the theoretical and methodological conceptions on the subject and their articulations with public policies and teacher training? The objective is to analyze how recent research highlights the theoretical and methodological conceptions of the relationship between literacy and reading comprehension and their intersections with public policies and teacher training. To this end, this investigation used an integrative literature review, based on articles published between 2020 and 2025, selected from the Scientific Electronic Library Online (SciELO) and the Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) databases. The results indicate that literacy and reading comprehension are interdependent and multidimensional processes, involving cognitive, social, and cultural aspects. Furthermore, they reveal tensions between theoretical perspectives and public policies, as well as gaps in teacher training. It is concluded that effective pedagogical practices on literacy need to link the teaching of the writing system with its use in meaningful social practices, contributing to the formation of literate individuals who are able to exercise full citizenship in a written culture.