THE ACT OF READINGTHE ACT OF READING
The wor(l)d readingThe wor(l)d reading
Reading: interactionReading: interaction
space between aspace between a
sender (text author)sender (text author)
and a receiverand a receiver
(reader), which both(reader), which both
of them builds aof them builds a
Reading is not aReading is not a
one-way process,one-way process,
but abut a dialogicaldialogical
Text: a sense unit, not necessarily aText: a sense unit, not necessarily a
verbal text. It is a lacunate space,verbal text. It is a lacunate space,
those gaps has been filled by reader.those gaps has been filled by reader.
Reading as aReading as a counterwordcounterword space:space:
author and reader are provisoryauthor and reader are provisory
places. The senses are continuallyplaces. The senses are continually
built, in a continuous andbuilt, in a continuous and
dialogical process.dialogical process.
A reader needs to be ready for a readingA reader needs to be ready for a reading
experience and to assume a critical andexperience and to assume a critical and
dialogical position.dialogical position.
Reading: aReading: a responsiveresponsive andand
World reading:World reading:
precedes the wordprecedes the word
reading. It is areading. It is a
student previousstudent previous
knowledge, its lifeknowledge, its life
repertoire, builtrepertoire, built
senses about thesenses about the
which it lives.which it lives.
Reading is not aReading is not a
decoding activity.decoding activity.
Reading is an answerReading is an answer
and a choice – is toand a choice – is to
actact over world.over world.
The act of reading:The act of reading:
crucial act to develop acrucial act to develop a
critical awareness aboutcritical awareness about
the individual role atthe individual role at
society and its capacitysociety and its capacity
to change the world.to change the world.
When a person opensWhen a person opens
to the different, hasto the different, has
to deal with newto deal with new
ideas, people,ideas, people,
experiences, finallyexperiences, finally
opens its perceptualopens its perceptual
range and enrichedrange and enriched
its repertoire,its repertoire,
helping it to changehelping it to change
Video: Reading inspires childrenVideo: Reading inspires children
““Reading the wordReading the word
and learning how toand learning how to
write the word so onewrite the word so one
can later read it arecan later read it are
preceded by learningpreceded by learning
how to write thehow to write the
world, that is havingworld, that is having
the experience ofthe experience of
changing the worldchanging the world
and touching theand touching the
Paulo Freire (1921-1997),Paulo Freire (1921-1997),
brazilian educatorbrazilian educator
Source textsSource texts
BAKHTIN, M.BAKHTIN, M. Estética da criação verbalEstética da criação verbal. São Paulo: Martins. São Paulo: Martins
Fontes, 1997.Fontes, 1997.
______.______. Para uma filosofia do atoPara uma filosofia do ato. Trad.. Trad. Carlos Alberto FaracoCarlos Alberto Faraco
e Cristovão Tezza da edição americanae Cristovão Tezza da edição americana Toward a philosophyToward a philosophy
of the actof the act.. Austin: University of Texas Press, 1993. (traduçãoAustin: University of Texas Press, 1993. (tradução
destinada exclusivamente para uso didático e acadêmico).destinada exclusivamente para uso didático e acadêmico).
______.; VOLOSHINOV, V.______.; VOLOSHINOV, V. Marxismo e filosofia da linguagemMarxismo e filosofia da linguagem..
12. ed. São Paulo: Hucitec, 2006.12. ed. São Paulo: Hucitec, 2006.
FREIRE, P.; MACEDO, D.FREIRE, P.; MACEDO, D. Alfabetização - Leitura do mundo,Alfabetização - Leitura do mundo,
leitura da palavraleitura da palavra. Rio de Janeiro: Paz e Terra, 1990.. Rio de Janeiro: Paz e Terra, 1990.
JORDÃO, C. M.; MARTINEZ, J. Z.JORDÃO, C. M.; MARTINEZ, J. Z. Fundamentos do texto emFundamentos do texto em
língua inglesa IIlíngua inglesa II. Curitiba: IESDE, 2009.. Curitiba: IESDE, 2009.