A leitura como encontro da outra palavra e da palavra outra: Proposições teórico-metodológicas para o trabalho docente em língua portuguesa

This article focuses on the teaching of reading - and of readers - in primary and secondary education. It aims at promoting theoretical-epistemological propositions which could underpin the methodological practices developed by teachers of Portuguese Language. Starting from the conception of encounter (PONZIO, 2010), it is proposed to investigate reading in its two constitutive dimensions: the intrasubjective and the intersubjective. The theoretical basis for the present study is the cultural-historical perspective, stemming from Lev Vygotsky's psychology of language and Bakhtin's philosophy of language. This qualitative study focuses on documentary analysis and the data includes the discussion of research excerpts from the Research Hub of Written Culture and Schooling, at the Universidade Federal of Santa Catarina (UFSC), as well as official documents that compose the national parameters for education in Brazil. The results compose theoretical-epistemological propositions materialized in the form of a diagram of Didactic Integration from which it is possible to develop reading activities that would cover both the sociocultural and the linguistic aspects of the text.