THE READING CLASS AS AN ENHANCER OF DIALOGUE. BUILD SENSES IN THE COLLECTIVE

Abstract

Abstract

Boys and girls want to immerse themselves in the text, immerse themselves in its depths, and from some clues that they reveal themselves, because they dialogue together, they can offer meaning to the text (which is to explain, conjecture, infer), identify with its general semantics, that is, they wish to provide dissimilar ways to look at the text and to unravel it. This work shows how learning tasks can be designed for reflection on the shared reading of poems. Everything developed showed how it is possible to conceive of literature as a map that helps to reconstruct the identity of the readers, those who communicate and create potentially significant development areas of interpretation when interacting. This work shows the work with the School Literary Mural that becomes a tool to sensitize students to be more active when reading, which implies noting, verbalizing, taking sides, pointing out their appreciations; all of which contributes to integrating into life, the formula that the texts provide: a compass that educates us and perfects the soul. In addition, its general objective is to present principles that serve to determine a shared and critical reading. Keywords: shared reading, dialogue, learning tasks, reflection.