The literary reading in the classroom and the construction of the students' self: the action-reading action in life

In this paper we discuss the process of meaning production in school context and its implications for the development of an action reading comprehension. Locating ourselves at the interface of three fields of knowledge - linguistics, human development psychology and education - and articulating concepts such as literary literacy and responsiveness, we problematize the use of literature in school as a mere instrument for decoding literacy. We argue that, as an art, literature has the potential to expand critical reflections on social reality, others and the self itself, leading to processes of change in development. Our main objective is to problematize practices with the literature in the classroom so that these are redirected towards a full relation of senses for the reader and for the society.