The curriculum, a space of disputes for privileged senses in the educational context, considers reading as an object of measurement of learning that influences and redefines educational quality. This study problematized how curriculum policy influences reading education in school-age children in Mato Grosso. It presented Laclau (2011, 2013), Lopes (2013, 2015), Macambira and Freitas (2021), among others, as theoretical contributions. It adopted a qualitative and documentary approach with the National Common Curriculum Base, the Mato Grosso Curriculum Reference Document, and the structured material “Tempo de Mais Aprender” (TEMA). The result demonstrated the emphasis on verifying proficiency Bo simplifying and artificializing children's performance, with reading and writing experiences having little potential to promote the overall education of students. In addition to the empty meanings in the political claims of the structured material (TEMA), which highlight the need to recompose learning and increase the time dedicated to learning. Keywords: curriculum; reading policy; discourse.