School text between the reader’s ego and the reader And the goals of self-learning (Intermediate education as a model)

Abstract

The student’s book is considered one of the basic sources in the field of teaching and learning and a starting point upon which learners build their perceptions, ideas and tastes. Through critical practice, they are able to possess fruitful study tools that qualify them in building the components of experimentation for the processes of criticism and creativity. On the other hand, the reading strategy comes as a second stage that accompanies the text and is parallel to its rank. The text contributes with its cognitive material along with the reading thresholds in forming the reader’s ego and the reader’s ego and mentally programming them according to those categories in a gradual, sequential system that works to create contexts of productive activity that operate the text’s data within a formative, constructive learning dynamic.

The aim of this article is to present those reading tools that learners use in their textual approaches through the two axes: “I am the reader” and “the reader is me”, adopting a set of reading thresholds and textual keys, considering the text as a linguistic, intellectual, social and aesthetic network, and a set of narrated events. This paper focuses on analyzing teaching and learning situations as a ladder of degrees through which the reader rises, and will be able by the end, to interact with the text by the act of reading and producing