Of the (im) possibilities of evaluating literary reading in school: a study case
DOI:
https://doi.org/10.17058/signo.v43i78.11985Keywords:
Reception. Subjective reading. Middle School.Abstract
The work with the literary text in Middle Scholl still lacks clear theoretical and methodological foundation – which includes the official documents – in order to ground an effectivelly productive teaching practice regarding readers’ development. Compressed between two distinct approaches to dealing with the literary text, Middle Scholl teachers seem to drift between the perspective of reading as participation, whereby reading promotion overcomes the text, and reading as distancing, whose formalistic emphasis often rejects subjectivity. This paper intends, based on a case study, to present a conciliation alternative between the two perspectives by using different pedagogical tools to record the subjective reception of literary texts: reading journal, reader autobiography and literary correspondence. We will follow the course of a retained sixth grade student through 2016 and 2017 registered on his reader testimonies to show how subjective investment in reading processing makes it possible not only to develop reading skills but also an affective engagement with the act of reading.Downloads
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