SUBJECTIVITY AND THE ACT OF READING

Among the various issues surrounding literature and its teaching in schools, one crucial aspect is the development of readers and the various circumstances and peculiarities that surround this process, including the subjective nature of reading. Contemporary schools are faced with the rights of the reader and the rights of the text, but in the former case, they have often fallen short of decisions that support students' impressions. Their individual positions regarding reading do not always find a place in classrooms and in the teaching of literature. They are often viewed with suspicion and indifference when they could be utilized for the benefit of the reader development process. In this text, we propose a discussion on the need to value the subjective reading of our students, drawing on insights from some theorists who address the topic. We also propose an integration of different reading approaches, thus favoring students' personal impressions while providing them with the conditions for a more systematic understanding of reading literature.