Reading journal as a power of subjective implication in the encounter with the literary work

Abstract

Literary reading in the school environment occurs in different ways. Some proposals are more attractive and others are based on traditional methodologies. However, there is a gap in literary reading practices that consider reader subjectivity due to teachers’ lack of knowledge of the theoretical perspective and even resistance to new approaches to working with the literary works. In this context, it is necessary to think about didactic instruments that may assist us to promote reading practices that offer students a stronger bond with the literary text and the construct of meanings. Taking this into account, this paper aims at discussing the use of the reading journal by Elementary School students, as a didactic resource for the unique appropriation of the literary text. The didactic proposal, result of the research carried out within the scope of PROFLETRAS, was applied to an 8th grade class and consisted of reading texts followed by in-depth activities and discussions, which made it possible to analyze the reader’s subjective marks, recorded in journals during literary readings, before and after the guided reading work. The theoretical and methodological foundations are anchored in the studies of Rouxel (2012a, 2012b, 2013), Jouve (2002, 2013), Petit (2009), among others. The results highlighted the reading journal as an didactic instrument that contributes to the constitution of reading subjectivity and the development of a critical sense, as well as supporting the teacher in monitoring the reading carried out by students.