Reading public policies in Portugal and Brazil: new directions, old problems

Abstract

In this paper, we intend to describe public policies reading, in two countries, whose problems surrounding the teaching of reading have many similarities. In recent years, political power and civil society have become aware of this reality, revealed by international studies. In this sense, many programs have been implemented in an attempt to improve student performance at the level of reading literacy. We highlight National Plans Reading from Brazil and Portugal. Despite all these efforts is an urgent need to continue to invest in schools and in teaching reading. This investment is certainly a major and continuing teacher training in the areas of teaching reading, reading comprehension and children’s and youth literature.