Students’ reading identities during high school

Abstract

Literary reading and its reverberations in the process of identity construction is the focus of this study, which is based on qualitative research carried out with students, who integrate an extracurricular teaching project structured as a literary circle. With an approach to Literature as a cultural practice in its interfaces with identity processes, the data collected – by means of sociographic questionnaires, emic-rhythmic maps, written narratives – was discussed using the guidelines of textual discourse analysis. It was possible to identify the individuals’ adhesion to the reader identity as well as the meanings they attribute to this identity, their reading trajectories and the role of literary reading in their life history.