Assumptions for the training of literary reading mediators

Abstract

In initial and continuing training courses for literature teachers, as well as in scientific events in the area, questions related to reading concepts often emerge when concrete teaching practices are considered. Given the need to promote literary reading as an effective social practice, the question is to identify which theoretical trend would be more productive. To clarify nuances of some of the most widespread trends, this work analyzes a literature class in which the teacher assumes her role as mediator, with the aim of demonstrating the relevance of equating methodological procedures centered on the sociability of reading with theoretical currents that value the reader as subject of the production of meaning in the text.