Is reading deciphering, an abstract operation, negotiation of meaning? Conceptions of the human act of reading

Abstract

The understanding regarding the concepts of reading and writing is still not very
diffuse as a reference to “what” and “how” to teach in the heart of the school. In this article, I
present reflections on the act of reading, writing, deciphering signs and the system of
production of meanings as a dialogic activity in the light of the philosophy of language. My
objective tries to clarify these concepts and expand the educator's apperceptive mass regarding the pedagogical practices involving this knowledge in order to alleviate illiteracy in
its various forms. I approach the idea that reading is not just about deciphering signs. Nor is it
a mere abstract operation, but it is an encompassing element of the negotiation of meanings,
that is, exchanges of questions from the reader to the text, which makes it possible to
distinguish between reading fluency and reading as a fusion of all means given to reading
and contributing to the personal project of the human act to be taught to children. To this end,
I rely on the contributions of studies by Andruetto (2021), Arena (2003-2010), Bakhtin (2003),
Catach (1996), Chartier and Cavallo (1998), Foucambert (2008), Jakubinskij (2015),
Volochinov (2019), among others, for the training of educators.