Intersubjectivity and intrasubjectivity in the act of reading: The qualification of readers in basic education

Abstract

The study object of this article is the qualification of readers in Basic Education, and is defi ned with the aim of recording general lines of the theoretical-epistemological and methodological proposal for the act of teaching in this field. The foundations here are both historical and cultural, based on the psychology of Vigotski, the philosophy of language as proposed by Bakhtin and the anthropology of language, present in literacy studies. References to cognitivist studies, as also those of a text linguistics, have their place within the strict scope of the logic of this same historical and cultural anchoring system. The argumentation consists of the proposition for the conciliation of two dimensions for working with reading: the intersubjective dimension, which sees the act of reading as a meeting between readers and authors and considers it to be a cultural process; and the intrasubjective dimension, which sees the act of reading as lying in attention to lexical and grammatical resources as mentioned by the authors in their projects of discourse, and understands this attention as being of fundamental importance so that the readers, in their understanding, end up giving finishing touches to these projects of discourse. The article also records the theoretical and epistemological base of this proposal and proposes learning aims for a teaching action starting out from this base.

Keywords: reading, intrasubjectivity, intersubjectivity.