In the light of the historical materialist epistemology, we investigate how the so-called Reading Strategies have been presented and used in scientific research and official documents concerning the interface education and literature; based on the analysis of objective data, it demonstrates that, for over a decade, it has been expanding and is currently building hegemony. We seek to understand this process, establishing, as a decisive landmark, its arrival to official documents (which, in the concrete case under study, guide the school education process from a national curricular base, common to public and private networks). Then, we problematize the incorporation of Reading Strategies in the text of the National Common Curricular Base; in the conclusions, we point out that, to solve the problems of reading education in Brazil, and particularly the teaching of literary reading, the pedagogical work guided by the internalization and automatization of (meta)cognitive reading strategies need to be overcome.