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I sought to highlight reading strategies, their definition, characterization and use, giving some examples of types of strategies and auxiliary strategies and still understand the role of the educator as a knowledge mediator. In view of this, to have a theoretical support on the concept of reading and reading strategies, we did a research of the dissertations defended in the Graduate Program in Education, scope of Master's Degree at the State University of Londrina, between the years 2015 and 2016, in order to expand the theoretical framework, to be able to present what was studied and published in relation to the concept of reading and reading strategies in Higher Education, in terms of research, seeking to prove the benchmark used in this study. It is a descriptive research of bibliographic approach. As results, we can conclude that this research becomes a theoretical reference for future research on this theme, contributing and favoring research in this field.