Abstract

This paper aims to analyze school literary reading, specifically, recognition and participation as epistemic and political categories that operate in school reading and writing encounters, developing two perspectives of revision: the reading experience and the distinction of two explanatory paths about knowledge; one that situates it as a revelation of reality, and the other that conceives it as a construction of the world within experience. Methodologically, this work corresponds to a theoretical review, which seeks to articulate the epistemic, political and didactic dimensions of the possible configurations of recognition and participation interwoven in different conceptions of literary education. To this end, from an interpretative viewpoint, a conceptual approach to the knowledge/reality dyad is made, then aspects of the reading experience are described, and finally, a critical approach to literary reading in school is developed, placing the discussion in the field of educational justice as a condition for social justice. Among the main conclusions, the following stands out:the need to make the epistemic and political recognition of the school literary reader more complex in order to enable their expressive participation and the need to situate the didactic reflection of literary education beyond the purely methodological.