Freire, Dewey, And Rosenblatt's View Of Critical Literacy

Unless, the author of a text is physically in front of the reader explaining her intentions at the moment of writing, the reader is the only one who is able to give meaning to the text. Rosenblatt (1993) rejects this dualism by explaining that the writer exhibits an aesthetic stance while writing her piece trying to bring as many clues as possible for the reader, however, the text could be interpreted from aesthetic or an efferent stance. The reader could enjoy reading complex mathematical theorems (aesthetic reading), whereas for others reading mathematics could be a torturous task (efferent reading) assigned to pass a class. In summary, the transactional theory of literary work, defined by Rosenblatt (1978) in The Reader, the Text, the Poem, is based on the following premises: (a) the reader reacts on the text, she interprets it, and the text produces a
The work with a group of immigrant women demands an understanding of critical literacy. The way in which the culture circles were conceived, as spaces for earning the literacy mechanics (reading and writing), has a different meaning when they are thought as places to promote democratic discussion and dialogue as means to problematize the context of the participants of the cultural circles. Luke (2012) claims that learning the mechanics of a written language brings the individual to positioning herself into the collective action, but the Freirean approach demands to go beyond the importance for the collective to have literate citizens; it is the individual the one who experiences new ways of knowing to act upon the world, and for which critical literacy practices are deemed