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This study aimed at knowing the concepts of written text reading and comprehension according to teachers of the final years of early childhood education. The subjects of our study were two teachers from the city of Recife’s municipal education system.We start from the notion that reading comprehension can be taught (BRANDAO, 2010). We adopted the concept of reading as construction of meaning (SOLE, 1998) and argue that certain specific reading skills must be developed towards such comprehension (OAKHILL; CAIN, 2004). We conducted semi-structured interviews. Results indicate that the teachers had a very positive representation of reading, but did not view text comprehension as an object of teaching. We found that, even though reading was a routine practice, it was not aimed at developing children’s reading comprehension.

“Quem gostou da história?” – a compreensão de leitura na educação infantil: possibilidades e desafios