From the silence of books to the voice of readers.

The place of literature in school

Abstract

This article aims to provide a framework for questioning the status and place of literary reading in linguistic and literary education during the early years of schooling, focusing on literary texts and situated ways of reading them. Starting from the defense of the essential formative role of literature, it problematizes didactic methods of reading literary texts in school and points to reading itineraries supported, theoretically and methodologically, by the aesthetics of reception and the transactional model of reading advocated by Rosenblatt (1995). It also points to educational pathways rooted in proposals for intertextual and intermodal practices of reading literary texts and socialized writing, with a view to forming competent and cosmopolitan readers, within the framework of a literary education that is not limited to the teaching of literature.