Subjetivity and reader formation: the problems of the absence of literary reading in student books at first grades of elementary school

Abstract

The reader formation requires subjectified processes. The significant reading only becomes effective when it allows the reader to act through their subjectivity. The literarie texts need to be present since the first grades of elementary school. This is essential because it is a privileged space to the subjective displacement thanks to the appropriation of prestigious literacy. However the most scholar actions seem to disregard the link between subjectivity and significant reading, consequently, to disregard the importance of literary reading in the school. This reading conception leads to applications of comprehension activities which do not implicate the children in the formative potencial of the reading. Such activities submit the subject to a condition of unsubstantial readers, bounding them to discursive positions built along the history. These conclusions result from a research that focus on the reading propositions disseminated by maternal-language student books throughout the first grades of elementary education. This article alerts to the necessity of reviewing the fundaments of the approach to the formation of the reader, especially at the inaugural moments of his/her journey.