BETWEEN BOOKS AND AFFECTION: THE ROLE OF THE FAMILY IN THE FORMATION OF READERS

Abstract

This article analyzes the importance of the family environment in the formation of readers, discussing how reading experiences within the home influence the development of reading habits, imagination, and children’s critical formation. The research is based on a qualitative bibliographic review, engaging with authors who discuss reading, literacy, reading mediation, and human formation. The study shows that the family plays a significant role in the construction of reading practices, especially through affective mediation, early contact with books, and the example set by adult readers. However, it is emphasized that the absence of a family reading culture does not remove the school’s responsibility as the main space for democratizing access to books and reading. It is concluded that reader formation depends on the articulation between family, school, and public policies that encourage reading, understanding reading as an instrument of cultural, social, and human emancipation.