| Summary: | ABSTRACT: In this study, we discuss the underlying theories to pedagogical practices of teaching reading. The purpose here is to reflect on the particularities and peculiarities of the theoretical models - Perspective Text, Readers Perspective and Interactionist Perspective, as well as Model Ascendant and / or Bottom-up, Descending model and / or Top-down and the Interactive Model - underlying the teaching of this language tool. More precisely, our purpose here is to demonstrate how such theoretical models, even having a few factors that are the subject of criticism, constitute theories that carry with them relevant aspects to be applied to the pedagogical practice of teaching reading.
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