DIFFERENT AREAS OF READING AND WRITING IN HIGHER EDUCATION: A BRAZILIAN STATE

Transition from High School to Higher Education requires overcoming the barriers of the Vestibular (National University Entrance Examination), and students should also present a good placement at the Enem (National High School Examination), showing proficiency in reading and writing. Colleges such as Engineering and Medicine attract better prepared students. Other colleges, including all the Teaching Majors, rely on the enrollment of young people who are not fully proficient in reading and writing. We are aware that the space literary reading occupies in school is not enough to form literary readers. Neither that happens in the context of the university. The teachers with whom the students interact in the classroom are not, in their vast majority, readers, and do not relate to materials of literary reading. These Education professionals are neither enjoying printed books, nor the digital genres. Which path is being taken by the young people who seek a space of development at the university? Which kind of teacher they need to relate to so that they can develop as citizens? The intellectual development of university professors and of their students is the central concern of this study. The meeting of Iberian American Universities in the Red de Universidades Lectoras (Network of Reading Universities) becomes a promising ground for the necessary changes regarding reading issues in this level of education.