SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE

Abstract

This article is part of an emerging research line: school literary reading as a matter of social justice. The main purpose of this text is to analyse the literary reading practices documented by the scientific community, both critically and descriptively. For such purposes, a methodology of bibliographic analysis divided into three moments is used: tracing, analysis and presentation of results. The analytical corpus (25 texts) recognizes two blocks of evidence: those that refer to the scholarly nature of literary reading, and those that account for the same object but are documented from the theoretical framework of justice (or tributing to it). Among the most relevant findings: a good part of the practices reported are in tune with reading as a universal technology and with literary education from its reading-interpretative approach. On the other hand, to a lesser extent, reading practices are questioned or designed from justice as a political, epistemic and didactic framework. The relevance of this work lies in proposing, from the identification of agendas, meanings and critical knots, some pedagogical challenges that could pave the way for new studies and enable reflection on the political connotations of school literary reading.