What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world

Detalhes bibliográficos
Autor(a) principal: López-Caldera, Orledys María de Jesús
Data de Publicação: 2023
Outros Autores: Almeida Júnior, Oswaldo Francisco de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista EDICIC
Texto Completo: https://ojs.edicic.org/revistaedicic/article/view/245
Resumo: We spend our entire lives as readers, and this statement does not just refer to decoding symbols to pronounce, memorize, or understand the written word and recorded in texts, a practice generally learned and repeated at school as fundamental for social development. The idea that we are readers our whole lives comes from the constant interaction we have with others and how we receive, interpret, feel and experience the information that is mediated to us by our parents, family, friends, colleagues and other members of society and communities of which we are part. The purpose of this work is to reflect the act of reading beyond the academic and work world, bringing an everyday sense of existence and the meanings that are given to our own place of speech, to memory and identity traces. The motivation for this writing is influenced by the thought of the influential Venezuelan Simón Rodríguez (1999), when he presented the importance of feeling to understand, a principle linked to the postulates of Paulo Freire (1999) with his liberating pedagogy. Thus, we seek to deepen the utopian possibility of freeing ourselves from academic and institutional constraints, committed to hierarchizing and elitizing the act of reading. What would the world be like if everyone had an open mindset to know and understand how others read the world? What would the world be like freeing itself from the readings of peers or other social subjects associated with power or leadership? What would the world be like if the act of reading went beyond the book form? Are the current times not leading us to the need to rethink the establishment of indicators that are more flexible and linked to today's reality, when human beings are investing many hours of their time interacting with content, information and people through social networks? that work over the Internet. In fact, after the Covid-19 pandemic, work and academic structures and ways of relating to other people changed drastically, due to the mandatory confinement that had to be observed around the world. This troubled and uncertain scenario generated an increase in the use of applications, programs and digital channels such as WhatsApp, Google Meet, Zoom, Instagram, TikTok and others that served as a platform to continue daily activities that, to a large extent, required reading text messages, reading videos, reading music, reading audios, podcasts, including reading corporality to identify symptoms in people with whom they interacted. Thus, a strong position on the part of Information Science professionals seems urgent, recognizing the potential of liberating education as an inclusive and necessary practice for social change, regarding the perception of what it means to be a reader and the reading practice in its approaches to mediation of information by leading the problematization of informational processes. Interference is evident as a point of common action, with intentionality in opposing conformist thinking and the domination of elitist and segregating attitudes towards the popular, everyday life and the true feeling and living of the citizen.
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spelling What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world¿qué significa ser lector? reflexiones sobre la concepción del sujeto lector condicionado al libro y no leyendo el mundoO que é ser leitor? reflexões sobre a concepção do sujeito leitor condicionado ao livro e não a leitura do mundoMediação de InformaçãoMediação da LeituraPráticas de LeituraLeitor-NarradorLeitor-OuvinteMediación de la InformaciónMediación de la LecturaPrácticas de LecturaLector-NarradorLector-OyenteInformation MediationReading MediationReading PracticesReader-NarratorReader-ListenerWe spend our entire lives as readers, and this statement does not just refer to decoding symbols to pronounce, memorize, or understand the written word and recorded in texts, a practice generally learned and repeated at school as fundamental for social development. The idea that we are readers our whole lives comes from the constant interaction we have with others and how we receive, interpret, feel and experience the information that is mediated to us by our parents, family, friends, colleagues and other members of society and communities of which we are part. The purpose of this work is to reflect the act of reading beyond the academic and work world, bringing an everyday sense of existence and the meanings that are given to our own place of speech, to memory and identity traces. The motivation for this writing is influenced by the thought of the influential Venezuelan Simón Rodríguez (1999), when he presented the importance of feeling to understand, a principle linked to the postulates of Paulo Freire (1999) with his liberating pedagogy. Thus, we seek to deepen the utopian possibility of freeing ourselves from academic and institutional constraints, committed to hierarchizing and elitizing the act of reading. What would the world be like if everyone had an open mindset to know and understand how others read the world? What would the world be like freeing itself from the readings of peers or other social subjects associated with power or leadership? What would the world be like if the act of reading went beyond the book form? Are the current times not leading us to the need to rethink the establishment of indicators that are more flexible and linked to today's reality, when human beings are investing many hours of their time interacting with content, information and people through social networks? that work over the Internet. In fact, after the Covid-19 pandemic, work and academic structures and ways of relating to other people changed drastically, due to the mandatory confinement that had to be observed around the world. This troubled and uncertain scenario generated an increase in the use of applications, programs and digital channels such as WhatsApp, Google Meet, Zoom, Instagram, TikTok and others that served as a platform to continue daily activities that, to a large extent, required reading text messages, reading videos, reading music, reading audios, podcasts, including reading corporality to identify symptoms in people with whom they interacted. Thus, a strong position on the part of Information Science professionals seems urgent, recognizing the potential of liberating education as an inclusive and necessary practice for social change, regarding the perception of what it means to be a reader and the reading practice in its approaches to mediation of information by leading the problematization of informational processes. Interference is evident as a point of common action, with intentionality in opposing conformist thinking and the domination of elitist and segregating attitudes towards the popular, everyday life and the true feeling and living of the citizen.Pasamos toda nuestra vida como lectores, y esta afirmación no se refiere sólo a decodificar símbolos para pronunciar, memorizar o comprender la palabra escrita y registrada en los textos, práctica generalmente aprendida y repetida en la escuela como fundamental para el desarrollo social. La idea de que somos lectores toda nuestra vida proviene de la interacción constante que tenemos con los demás y de cómo recibimos, interpretamos, sentimos y experimentamos la información que nos transmiten nuestros padres, familiares, amigos, colegas y otros miembros de la sociedad. comunidades de las que formamos parte. El propósito de este trabajo es reflejar el acto de leer más allá del mundo académico y laboral, acercando el sentido cotidiano de la existencia y los significados que se le otorgan a nuestro propio lugar de habla, a la memoria y a las huellas identitarias. La motivación de este escrito está influenciada por el pensamiento del influyente venezolano Simón Rodríguez (1999), cuando presentó la importancia de sentir para comprender, principio vinculado a los postulados de Paulo Freire (1999) con su pedagogía liberadora. Así, buscamos profundizar la posibilidad utópica de liberarnos de las limitaciones académicas e institucionales, comprometidos con jerarquizar y elitizar el acto de leer. ¿Cómo sería el mundo si todos tuvieran una mentalidad abierta para saber y comprender cómo otros leen el mundo? ¿Cómo sería el mundo si se liberara de las lecturas de sus pares u otros sujetos sociales asociados con el poder o el liderazgo? ¿Cómo sería el mundo si el acto de leer fuera más allá de la forma del libro? ¿No nos están llevando los tiempos actuales a la necesidad de repensar el establecimiento de indicadores más flexibles y vinculados a la realidad actual, cuando el ser humano invierte muchas horas de su tiempo interactuando con contenidos, información y personas a través de las redes sociales? La Internet. De hecho, después de la pandemia de Covid-19, las estructuras laborales y académicas y las formas de relacionarse cambiaron drásticamente, debido al confinamiento obligatorio en todo el mundo. Este escenario convulso e incierto generó un aumento en el uso de aplicaciones, programas y canales digitales como WhatsApp, Google Meet, Zoom, Instagram, TikTok y otros que sirvieron de plataforma para continuar con actividades cotidianas que, en gran medida, requerían lectura. mensajes de texto, lectura de videos, lectura de música, lectura de audios, podcasts, incluida la lectura de corporalidad para identificar síntomas en las personas con las que interactuó. Es urgente una posición contundente de los profesionales de las Ciencias de la Información, reconociendo el potencial de la educación liberadora como una práctica inclusiva y necesaria para el cambio social, respecto de la percepción de lo que significa ser lector y la práctica lectora en sus aproximaciones a mediación de la información liderando la problematización de los procesos informacionales. La interferencia es un punto de acción común, con intención de oponerse al pensamiento conformista y al dominio de actitudes elitistas y segregadoras hacia la vida popular, cotidiana y el verdadero sentir y vivir del ciudadano.Passamos a vida toda como leitores, e essa afirmação não se refere só a decodificação de símbolos para pronunciar, memorizar, ou compreender a palavra escrita e registrada em textos, prática geralmente apreendida e repetida na escola como fundamental para o desenvolvimento social. A ideia de que somos leitores a vida toda vem ao encontro da interação constante que temos com os outros e como recebemos, interpretamos, sentimos e vivemos as informações que nos são mediadas pelos nossos pais, familiares, amigos, colegas e outros integrantes da sociedade e comunidades das quais fazemos parte. A proposta deste trabalho é refletir o ato da leitura para além do mundo acadêmico e laboral, trazendo um sentido cotidiano e próprio da existência e dos significados que são dados ao nosso próprio lugar de fala, aos traços de memória e identitários.  A motivação desta escrita vem influenciada pelo pensamento do influente venezuelano Simón Rodríguez (1999), quando apresentou a importância de sentir para compreender, princípio vinculado aos postulados de Paulo Freire (1999) com sua pedagogia liberadora. Assim, busca-se aprofundar a possibilidade utópica de se livrar das amarras acadêmicas e institucionais, empenhadas em hierarquizar e elitizar o ato de ler. Como seria o mundo se todos tivessem a mentalidade aberta para conhecer e compreender a leitura do mundo dos outros? Como seria o mundo se libertando das leituras dos pares ou dos outros sujeitos sociais associados ao poder ou lideranças? Como seria o mundo se o ato de ler ultrapassasse a forma de livro? Acaso o tempo atual não está nos levando à necessidade de repensar o estabelecimento de indicadores mais flexíveis e vinculados com a realidade do dia de hoje, quando os seres humanos estão investindo muitas horas de seu tempo interagindo com conteúdo, informações e pessoas mediante as redes sociais que funcionam pela Internet. Inclusive, depois da pandemia por Covid-19, as estruturas laborais, acadêmicas e as formas de se relacionar com as outras pessoas mudaram drasticamente, por conta do confinamento obrigatório que precisou ser cumprido no mundo. Esse cenário conturbado e cheio de incertezas gerou um aumento no uso de aplicativos, programas e canais digitais como WhatsApp, Google Meet, Zoom, Instagram, TikTok e outros que serviram como plataforma para dar continuidade às atividades cotidianas que, em grande medida, exigiam a leitura de mensagens de textos, a leitura de vídeos, a leitura de músicas, a leitura de áudios, podcasts, inclusive a leitura da corporalidade para identificar sintomas nas pessoas com as quais se interagia. Assim, parece urgente o posicionamento contundente de parte dos profissionais da Ciência da Informação, reconhecendo o potencial da educação liberadora como prática inclusiva e necessária para a mudança social, quanto à percepção do que é ser leitor e da prática leitora nas suas aproximações com a mediação da informação ao conduzir a problematização dos processos informacionais. Evidencia-se a interferência como ponto de ação em comum, com intencionalidade ao se opor ao pensamento conformista e à dominação de posturas elitistas e segregadoras do popular, do cotidiano e do verdadeiro sentir e viver do cidadão. Asociación de Educación e Investigación en Ciencia de la Información de Iberoamérica y el Caribe2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionResearch PaperArtículo de InvestigaciónArtigo de Pesquisaapplication/pdfhttps://ojs.edicic.org/revistaedicic/article/view/24510.62758/re.v3i3.245Revista EDICIC; Vol. 3 No. 3 (2023): Special Issue: Information Literacy, digital humanities and gender studies: trends and challenges; 1-13Revista EDICIC; Vol. 3 Núm. 3 (2023): Número especial: Alfabetización informacional, humanidades digitales y estudios de género: tendencias y desafíos; 1-13Revista EDICIC; v. 3 n. 3 (2023): Número Especial: Competência em Informação, humanidades digitais e estudos de gênero: tendencias e desafíos ; 1-132236-575310.62758/re.v3i3reponame:Revista EDICICinstname:Asociación de Educación e Investigación en Ciencia de la Información de Iberoamérica y el Caribe (EDICIC)instacron:EDICICporhttps://ojs.edicic.org/revistaedicic/article/view/245/264Derechos de autor 2023 Revista EDICIChttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLópez-Caldera, Orledys María de Jesús Almeida Júnior, Oswaldo Francisco de2024-04-26T11:27:50Zoai:ojs.pkp.sfu.ca:article/245Revistahttp://ojs.edicic.org/index.php/revistaedicicPRIhttp://ojs.edicic.org/index.php/revistaedicic/oaiedicic@edicic.org2236-57532236-5753opendoar:2024-04-26T11:27:50Revista EDICIC - Asociación de Educación e Investigación en Ciencia de la Información de Iberoamérica y el Caribe (EDICIC)false
dc.title.none.fl_str_mv What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
¿qué significa ser lector? reflexiones sobre la concepción del sujeto lector condicionado al libro y no leyendo el mundo
O que é ser leitor? reflexões sobre a concepção do sujeito leitor condicionado ao livro e não a leitura do mundo
title What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
spellingShingle What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
López-Caldera, Orledys María de Jesús
Mediação de Informação
Mediação da Leitura
Práticas de Leitura
Leitor-Narrador
Leitor-Ouvinte
Mediación de la Información
Mediación de la Lectura
Prácticas de Lectura
Lector-Narrador
Lector-Oyente
Information Mediation
Reading Mediation
Reading Practices
Reader-Narrator
Reader-Listener
title_short What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
title_full What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
title_fullStr What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
title_full_unstemmed What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
title_sort What does it mean to be a reader? reflections on the conception of the subject reader conditioned to the book and not reading the world
author López-Caldera, Orledys María de Jesús
author_facet López-Caldera, Orledys María de Jesús
Almeida Júnior, Oswaldo Francisco de
author_role author
author2 Almeida Júnior, Oswaldo Francisco de
author2_role author
dc.contributor.author.fl_str_mv López-Caldera, Orledys María de Jesús
Almeida Júnior, Oswaldo Francisco de
dc.subject.por.fl_str_mv Mediação de Informação
Mediação da Leitura
Práticas de Leitura
Leitor-Narrador
Leitor-Ouvinte
Mediación de la Información
Mediación de la Lectura
Prácticas de Lectura
Lector-Narrador
Lector-Oyente
Information Mediation
Reading Mediation
Reading Practices
Reader-Narrator
Reader-Listener
topic Mediação de Informação
Mediação da Leitura
Práticas de Leitura
Leitor-Narrador
Leitor-Ouvinte
Mediación de la Información
Mediación de la Lectura
Prácticas de Lectura
Lector-Narrador
Lector-Oyente
Information Mediation
Reading Mediation
Reading Practices
Reader-Narrator
Reader-Listener
description We spend our entire lives as readers, and this statement does not just refer to decoding symbols to pronounce, memorize, or understand the written word and recorded in texts, a practice generally learned and repeated at school as fundamental for social development. The idea that we are readers our whole lives comes from the constant interaction we have with others and how we receive, interpret, feel and experience the information that is mediated to us by our parents, family, friends, colleagues and other members of society and communities of which we are part. The purpose of this work is to reflect the act of reading beyond the academic and work world, bringing an everyday sense of existence and the meanings that are given to our own place of speech, to memory and identity traces. The motivation for this writing is influenced by the thought of the influential Venezuelan Simón Rodríguez (1999), when he presented the importance of feeling to understand, a principle linked to the postulates of Paulo Freire (1999) with his liberating pedagogy. Thus, we seek to deepen the utopian possibility of freeing ourselves from academic and institutional constraints, committed to hierarchizing and elitizing the act of reading. What would the world be like if everyone had an open mindset to know and understand how others read the world? What would the world be like freeing itself from the readings of peers or other social subjects associated with power or leadership? What would the world be like if the act of reading went beyond the book form? Are the current times not leading us to the need to rethink the establishment of indicators that are more flexible and linked to today's reality, when human beings are investing many hours of their time interacting with content, information and people through social networks? that work over the Internet. In fact, after the Covid-19 pandemic, work and academic structures and ways of relating to other people changed drastically, due to the mandatory confinement that had to be observed around the world. This troubled and uncertain scenario generated an increase in the use of applications, programs and digital channels such as WhatsApp, Google Meet, Zoom, Instagram, TikTok and others that served as a platform to continue daily activities that, to a large extent, required reading text messages, reading videos, reading music, reading audios, podcasts, including reading corporality to identify symptoms in people with whom they interacted. Thus, a strong position on the part of Information Science professionals seems urgent, recognizing the potential of liberating education as an inclusive and necessary practice for social change, regarding the perception of what it means to be a reader and the reading practice in its approaches to mediation of information by leading the problematization of informational processes. Interference is evident as a point of common action, with intentionality in opposing conformist thinking and the domination of elitist and segregating attitudes towards the popular, everyday life and the true feeling and living of the citizen.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
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Artículo de Investigación
Artigo de Pesquisa
format article
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dc.identifier.uri.fl_str_mv https://ojs.edicic.org/revistaedicic/article/view/245
10.62758/re.v3i3.245
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identifier_str_mv 10.62758/re.v3i3.245
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://ojs.edicic.org/revistaedicic/article/view/245/264
dc.rights.driver.fl_str_mv Derechos de autor 2023 Revista EDICIC
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2023 Revista EDICIC
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Asociación de Educación e Investigación en Ciencia de la Información de Iberoamérica y el Caribe
publisher.none.fl_str_mv Asociación de Educación e Investigación en Ciencia de la Información de Iberoamérica y el Caribe
dc.source.none.fl_str_mv Revista EDICIC; Vol. 3 No. 3 (2023): Special Issue: Information Literacy, digital humanities and gender studies: trends and challenges; 1-13
Revista EDICIC; Vol. 3 Núm. 3 (2023): Número especial: Alfabetización informacional, humanidades digitales y estudios de género: tendencias y desafíos; 1-13
Revista EDICIC; v. 3 n. 3 (2023): Número Especial: Competência em Informação, humanidades digitais e estudos de gênero: tendencias e desafíos ; 1-13
2236-5753
10.62758/re.v3i3
reponame:Revista EDICIC
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