Contar para que e contar para quem: dialogo e arquitetônica na leitura, literatura e formação de professores

Abstract

The aim of this text is to discuss aspects of storytelling ́s nature and to establish relations with reading, literature and teachers education at BasicEducation level in Brazil. We start this discussion from Bakhtin ́s Circle theorethical bias, to whom the main notions are dialogue and alterity. Thus we intend to put out storytelling within enunciative contexto. Bakhtinian concept of architectonics allows to face several aspects of this intersubjective relation: in the production, circulation and reception circuit of meaning there is, also, a movement of positions representing subjectivally: the person itself (I-for-myself), the other (the-other-for-me) and the projection of how the other would be building a representation of the person who speaks/who tells (I-for-the-other). Literature can be seen as a act in which the people take their places like witnesses of this play of gestures and meaning plannings.Teacher ́s role is, therefore, to see itself within this architectonics as a double perspective: at one time, as a partaker of this production, circulation and reception circuit of meaning and, at another hand, as a mediator, inviting their students to take part with the teacher, with themselves and with the world.