This work aims to show some contributions of Bakhtinian dialogism for the conceptualization of reading and writing, as well as for the analysis of literacy events in relation with literacy practices. An example of such contributions is presented on the basis of an applied research about the relation between the axiological component of understanding and speech genres in proximal foreign language reading courses. Two literacy classroom events related to academic texts in a reading course in Portuguese as a foreign language are analyzed. The learners-readers are Spanish-speaking, undergraduates and graduates of a public university in Uruguay. The consideration of the axiological dimension expressed in the utterances of the learners-readers in the events analyzed seeks to show their identity presentation about the academic discourse community, as well as the perception of specific requirements to read as an insider of an academic community.
Dialogism; Literacies; Discourse communities