This master’s thesis is linked to the Degree in Languages Graduate Program (PPGLetras), from
the Universidade Federal do Tocantins, in the area of Literary Studies, together with the line of
research in Theory, Criticism and Comparatism. Such research brought forward supports the
thesis that, through a critical approach to literary works, one can envision the formation of an
emancipated, critical individual, capable of “seeing himself in the other” and, consequently,
establishing relationships based on the appreciation of existing differences, in a continuous
process of humanization. To support this perspective, this work discusses with authors such as
Candido (1972, 2006, 2017), Todorov (2009), Paulino (2007), Cosson (2009, 2018), Zilberman
(1984, 2009), Ferreira (2001), Britto (2012), Soares (2014), Morin (2003) and Foucambert
(1989) to sustain the discussion. In this regard, the objective was to map how the knowledge
produced on the theme “reading and humanization” has been taken on board in postgraduate
productions in Brazil. It was chosen the State of the Art research methodology, mapping the
master's dissertations with a time frame of analysis from 2008 to 2020, using the Biblioteca
Digital Brasileira de Teses e Dissertações (BDTD) – linked to Instituto Brasileiro de
Informação em Ciência e Tecnologia (IBICT). Fifteen (15) researches were found out and
analyzed, along with the perceptions of researchers who proposed to investigate about the
themes associated with “literary reading, literacy and humanization”, their main notes, in order
to establish a dialogue that would provide a space for reflection and the contributions of the
critical approach to literature aimed at the humanization of the reader. Resembling points were
detected in the researchers’ viewpoints and analyses, of which the defense of the pragmatic
approach of the literary text stands out focused on contextualization and the search for its
meaning, it guided by critical literacy, questioning and deconstructing the perspective of
teaching historicized literary reading by school, or reading for mere artistic contemplation. The
data collected demonstrated that the premise of literary literacy gained new contours in
theoretical studies, while there was a need to review reading practices that contemplated the
new demands of the language appropriation process.
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