Mediation of reading and alterity in Literacy Education

Abstract

It discusses the mediation of reading from the perspective of literary education starting from the understanding of the
concept of alterity. It takes as a conceptual reference the philosophical studies of Emmanuel Lévinas and Paul Ricoeur on
alterity. It presents itself as a research question: what is the place of alterity in the mediation of reading in contemporary
literary education, in these difficult times of individualism, isolation, silence and the subtraction of rights? It discusses the
implications of reading mediation by taking into account the reader’s subjectivities in relation to text and languages. This
seeks to understand how the educational action in literary education can contribute to the dialogicity of knowledge of each
human being. It concludes that the act of reading can contribute to the development of reflective and critical knowledge that
underpins the construction of knowledge. This generates modes of resistance to totalitarian, centralizing and asymmetric
views, which insist on the reduction of human rights. Reading can therefore offer another route through language and
culture, not subordinated to forms of domination.

Keywords: Literary education. Mediation of reading. Alterity.