Productive reading in higher education: texts and contexts

Abstract

This article proposes strategies that teachers can employ in classroom activities to obtain more productive and awareness-raising reading of literary texts. These strategies treat students as a social subjects rooted in a particular historical context resulting from previous and current cultural experiences, constrained by language norms and means of expression. In this sense, what is proposed is a more acute perception-coordination of the teacher vis-à-vis reading activities, associating them with a process of (re)discovery of (explicit and implicit) textual information and the perceived intentions of the (romantic, modernist etc.) author. The teaching-learning scheme propounded is as follows: more productive reading (text/discourse) ↔ awareness raising (society) ↔ student/reader (social being).