Relação entre hábitos de leitura e desempenho acadêmico

Abstract

Universities aim to provide a comprehensive education for students through reading. Reading, as it is a cognitive skill associated with the development of critical thinking, communication skills, and creativity. These aspects transform individuals into well-informed citizens capable of sociocultural engagement. Due to the cultural diversity, varying education levels, and territorial extent of Brazil, reading habits vary across regions. Considering this, the objective of this research is to reflect on the habit of reading and its relationship with academic performance, as a reading is the primary means of acquiring knowledge.This study is bibliographic research of the type “state of the art determination”, as it seeks to investigate how the published literature on the topic establishes an up-to date overview of the relationship between reading habits and academic performance. The data sources used in this research were bibliographic, including scientific articles, dissertations, these, books, and laws. The selections of data focused on key findings regarding reading habits and academic performance, the positive and negative aspects of reading and its impacts on academic and professional life, as well as the main strategies suggested by researchers. The study found that students who develop the habit of reading from childhood show better academic performance and are more likely to prefer printed materials for in-depth reading, while using digital formats for quick consultations. Intrinsic motivation, such as the pleasure of learning, is a determining factor in building consistent and diverse reading habits. However, the reality for many students who do not have the reading habit is marked by significant barriers, such as lack of time and disinterest in more complex content. These factors are often exacerbated by the lack of family and school encouragement, making it difficult to establish reading routines. Moreover, students tend to consume easily accessible digital content, which may limit the formation of a broader literary repertoire. Analyzing public policies promoting reading, such as PROLER, reveals good intentions but points to the inefficiency of these initiatives without effective support from educational institutions. The interaction between students and teachers, as well as access to educational resources, is crucial for promoting healthy reading habits.