Leressência: leitura como prática social essencial

Abstract

We started reading as long as before we began reading written texts. If the reading of the world offers context to the reading of the word in written texts, the readings of these texts interfere in our reading of the world. In this process, we develop an understanding of ourselves and of reality from our subjectivity that communicates, through language, with other subjectivities. In the practice of common reading, or shared reading, the teacher chooses a text, offering it as a gift to his/her students, who have the possibility of experiencing it inter-trans-subjectively, multiplying meanings, creating their questions and what can be said or rewritten about that text. In literary literacy, reading is recognized as a solidarity act of critical learning of literary reading, which must be systematized at school to contribute to the formation of permanent readers and citizens, who can intervene in their realities. When reflecting in a complex way on reading, I propose the Leressência concept – Ler.es.sên.ci.a fn. 1. Reading as an essential need of being in the world. 2. Reading is understood as an essential social practice. 3. Neologism; it is the composition by juxtaposition of reading and essence.