Leitura : entre a teoria e a experiência.

Abstract

The present study focus on the reading of literary texts as a writing production intensifier during high school, emphasizing mainly the reader’s place in the text, through his subjectivity. The relation between reader and literary text is essential for understanding the process of meaning construction – from which it is possible to infer that, besides the fact that the reader has a model of world resulting of his own experiences, the text evokes something, causing stimulus and touching him on his own essence. Thus, the meaning is linked to what is not said on the text, that is, the blanks in the text, which are filled by the reader during the reading process. This constitutes reading experience and threats the stability in the reader’s interior world, leading him to the deconstruction of his references, so that he can articulate the meaning revealed by this process to build a new one. To make these presuppositions clear, a group of high school students work with five short stories, reading and writing down their impressions on the texts, and discussing ideas to encourage students’ writing production. The results show the literary reading leads the reader to reflection, providing him with a more critical and reflexive attitude, and also allowing him to enter a space where he puts his convictions and perceptions to the test, going beyond himself and his surroundings. The analysis of such pedagogical practice is mostly descriptive, aiming the validation of how fruitful is the literary text when it concerns knowledge construction and student’s formation.