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Based on the theoretical contribution of Michel Picard (1986) and Vincent Jouve (1992), we intend to analyze the reading journals of three seventh grade classes of a public Middle School, on which the students registered their reception of the works Oedipus, the damned (retelling by Marie-Thérèse Davidson) and The hound of the Baskervilles (by Conan Doyle). Our goal is to find clues about the development of the literary reader in school, having as premise the role of subjectivity in the semantic elaboration process that occurs during reading, which requires permanent (meta) cognitive and affective action. From the implied reader, inscribed in the work and assimilated by the expert reader, we come to the implicated reader, whose personal contribution affects the text while being affected by it.

O SUJEITO LEITOR, ESSE ENIGMA: INVESTIGANDO A RECEPÇÃO DO TEXTO LITERÁRIO NA ESCOLA