In this session from Book 2.0 2025, promoted by the Portuguese Association of Publishers and Booksellers (APEL), former Swedish Minister of Education Johan Pehrson joins publishing consultant Carlo Carrenho for an in-depth discussion on the role of public policy in shaping reading habits and literacy outcomes. Using Sweden and Portugal as points of comparison, the conversation explores why some countries have developed stronger reading cultures than others and what governments can do to encourage reading across generations. Pehrson argues that Sweden’s success is rooted in a long history of universal education, strong public institutions, and sustained investment in libraries and literacy initiatives, while emphasizing that reading promotion requires cooperation between governments, schools, libraries, families, and civil society.
A major focus of the discussion is the importance of school and public libraries. Pehrson highlights Sweden’s efforts to strengthen school libraries by ensuring that schools have qualified librarians or dedicated professionals capable of guiding children toward books and reading. Both speakers stress that libraries play a particularly important role in reducing educational inequalities, especially for children who grow up in homes without books or strong reading traditions. The conversation also examines a range of Swedish literacy initiatives, from reading campaigns and family-oriented programs to projects targeting immigrant communities and encouraging fathers to read more with their children.
The session also addresses Sweden’s recent shift away from excessive reliance on digital learning tools in early education. Pehrson explains that Sweden has sought to restore a better balance between digital and print-based learning after years in which schools embraced technology too enthusiastically. He argues that young children learn to read and write more effectively through printed books, paper, and pencils, while digital tools should be introduced as complementary resources rather than replacements. The discussion touches on smartphone restrictions in schools, the influence of educational technology companies, and the need for evidence-based approaches to educational policy. Audiobooks are also discussed as an important component of the reading ecosystem, offering an accessible way to engage with stories and literature, even if they do not fully replace the benefits of traditional reading.
The conversation concludes with a broader reflection on the relationship between reading and democracy. Pehrson argues that deep reading—the ability to engage with long and complex texts—is fundamental to critical thinking and informed citizenship. In an era dominated by social media, algorithmic content, and digital distraction, he warns that the decline of reading can weaken democratic societies by reducing people’s capacity to evaluate information independently. Both speakers emphasize that literacy should not be viewed merely as an educational objective but as a strategic societal priority. Investing in books, reading, libraries, and education, they conclude, is ultimately an investment in social cohesion, economic development, democratic resilience, and the future of Europe itself.
