Freire and the dialogic-critical training of the literary reading subject

Abstract

Reading, being a human activity, is made up of social relations loaded with historical materiality and contradictions. At school, it incorporates values as long as it makes sense to the reader. This article is based on the teacher’s practice in training literary readers, discussing in the light of theoretical principles of education in Paulo Freire and literature in Paul Zumthor relevant methodological implications for student training in view of the importance of the act of reading. It is a reflection on the relationship between reading and students’ experiences. The methodology used is qualitative in nature, involving bibliographical research and experience reports. The aim of the study is to identify how reading literary texts contributes to the student’s reading of the world. It was concluded that there is, in basic education, a need for dialogical-critical reading that develops work to train literary, critical and reflective readers at school.