READING CRISIS AND READER'S EDUCATION: A MATTER OF LANGUAGE POLICY?

Researchers, governmental agencies, and offices of evaluation have been focusing their attention on the so-called "reading comprehension crisis" in Brazil. Besides, a discussion about reader's education and the causational role of the school emerges from this midst. Likewise, the Internet and other digital technologies with their own texts and languages are often associated with the problem. In the last few years, we have been studying the aspects involved in reading comprehension with emphasis on how it relates to the digital world. Even though the discussions around the reading comprehension crisis take place under the scope of Education, we approach it under the framework of the socio-cognition within Applied Linguistics. Thus, in this paper, we propose to tackle this issue under the light of the Linguistics and add to the discussion the relationship between the necessary steps to educate the reader in the scenario of crisis and language policy.