Leituras radicais: uma experiência construtivista para a leitura literária

Abstract

This study aims at introducing the Project Radical Reading, an investigation of the fundamental ideas of radical constructivism (GLASERSFELD, 1996) and its repercussions on the conceptions of knowledge, language and reading, as well as on education and the transposition of this theoretical basis for a practical experience with literary reading in the classroom. The results of the experience suggest that a radical constructivist approach for the literary reading process in the classroom involves text appropriation and active interpretation by the reader, the sharing of the text and of the world and the understanding of others, as well as the responsibilization for the experiential world and for its change.