Reading class: from the semiotic materiality of the text to symbolic imagination

Abstract

This text is the result of a research that addressed the semiotics of multicultural text in reading classes in High School-EJA, whose text comprehension occurs as a product and materiality of multimodal language. This understanding occurs in the field of symbolic language, where the imagination emerges as a psychic phenomenon essential to the continuous development of the being, through reading. In this context, facing the problem of a contemporary world that values ​​objective thinking over subjective, imaginative thinking, the study aims to defend the imagination as a function of the human mind, which enhances the act of reading, in addition to the verbal, the means of production of symbolic significance. Thus, giving oneself the choice of texts, languages, mediators of the reading class, reflecting the reality of the subjects of a High School-EJA class; because it is believed that the teaching-learning process must start from some point of identification of the learner, in search of the desired place. The study is anchored in analytical psychology and anthropological studies of the imaginary, at the heart of an Anthropological Linguistics (RODRIGUES, 2011). It was found that the subjective world of the students is a fertile path for choosing languages, as mediators of reading classes, since they enhanced life experiences with a high value, allowed reflection, improvement and promotion of individual and group development.