The reading journal: subjectivity in the classroom

The work with reading, when considering subjectivity, requires the use of instruments that enable accepting the student reader's impressions. Thus, it is necessary to think about proposals that are applicable to teaching and that take into consideration this aspect of the act of reading. Hence, this experience report aims at discussing the use of the reading journal in the classroom, from different experiences, two of which were carried out in Basic Education and one in Higher Education. As theoretical and methodological procedures, the study draws on Rouxel (2012-2013); Jouve (2013); and Petit's studies (2009), among others. The results showed that the journal opened a space for the student to place himself as the protagonist of reading, supporting their construction of a personal relationship with the work, which can be partially accessed by the teacher. Therefore, it is a tool with potential for work in the perspective of subjectivity in the classroom.