Reading at school is a humanising practice
Reflections and actions of a teacher
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Compare reading to making coffee. The coffee powder stays in the filter, outside the pot. The words written by the author remain in the book... Outside the reader. But the water that passed through the filter is no longer water and takes on the taste, smell and colour of what is not there and apparently remained outside. A reader will never be the same person after reading a text. They may like it or not, understand it or not, but they will have the taste, smell and colour of what is not there and apparently left out (Marco Antonio Hailer). From this perspective, the importance of reading for ...
Compare reading to making coffee. The coffee powder stays in the filter, outside the pot. The words written by the author remain in the book... Outside the reader. But the water that passed through the filter is no longer water and takes on the taste, smell and colour of what is not there and apparently remained outside. A reader will never be the same person after reading a text. They may like it or not, understand it or not, but they will have the taste, smell and colour of what is not there and apparently left out (Marco Antonio Hailer). From this perspective, the importance of reading for a full and complete human education stands out. Where school is an agent of human relations, which are mixed with the determination and sensitivity to educate, mediating relationships with others in eras so marked by individualism. This allows reading to become a pedagogical tool that educates, as it enables individuals to travel through different universes, break down the walls of prejudice, seek to unravel the mysteries that intrigue them and develop curiosity about and for knowledge, through projects carried out in the classroom with works in the public domain.
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