ATITUDINI FAȚĂ DE LECTURĂ – PROVOCĂRI DIDACTICE
ATTITUDES TOWARDS READING – TEACHING CHALLENGES

Summary/Abstract: In a scholarly context, reading, particularly reading of literary texts, is an eminently formative activity. The new paradigm of teaching literature in school, namely the personal development of the student, raises the question of the various types of reading practiced, of the strategies at play and of the recognition of the student's levels of competency. The literary competency is formed in time and its objective is that of forming and maintaining the students' interest for reading, as students are to become advised readers. Well described and structured within the European Framework for literary studies in secondary education (LiFT-2), briefly The European Framework for literary studies (CEL), levels of competency and the components of the act of reading (students – books - didactics), related to activities (transitions) that should provide coherence to a compact descriptive ensemble, aims are improving students' literary competency. In a practical context, nevertheless, a possible spin out shouldn't be ignored, one that could pose difficulties in forming a literary competency. Namely, we refer to arrogant reading, a form of superficial reading, which flaws through the positionality in self-sufficiency. Avoiding this spin out becomes, thus, a responsibility to be assumed, a didactic challenge to consider.

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