Against postmodern neoliberal educational challenges, the Brazilian school - and practice / teaching reading including literary reading -, one meets the objective of reconstructing the new features of a pedagogical teacher-student relationship that is routinely worn. In this environment, questions arise as what is the aim of randomly reading texts in school? Where does this reading leads to? Who are we and when we read? Why did we become such cybermachines of methodological passivity? Our students are being told in advance to read the canonical, and non-canonical authors, knowing the reason for such reading applied to their reality as readers? And "reading" literature is something you can teach? Can you teach someone to read understanding reading as a double source of information and pleasure? There is no way to imagine a peripheral school, on the banks of the daily events and thus, our new school - teachers, students, administrative staff - adapt themselves productively to this contemporary reality or they are doomed to lose the track of national, regional and world history. That is a productive adaptation to renew criticism of customs, values, prejudices. The data that supplemented such theoretical issues stem from a research conducted with students of middle school, in a public school in Sao Paulo-Brazil, with the objective of evaluating, in the classroom, practices of productive reading focusing on the role of which is considered as a real-reader.
education; reading; literature; society