The aim of this paper is to make theoretical reflections about reading as a teaching strategy in Geography classes. Due to the conceptual complexity achieved in secondary school education as well as in teacher education, it is necessary to suggest teaching situations which facilitate social process knowledge and understanding on various scales of analysis and from multiple perspectives. In this sense, the teacher who incorporates problematization as a necessary teaching strategy accounts for various perspectives in text selection. In an interactive reading process, a dynamic reader becomes necessary who can process information with the support of previous knowledge, experience and practices in which their knowledge, abilities and capabilities are at play. In this way and to conclude, in the second part of this paper we introduce examples of didactic opportunities provided by reading.