reading and intertextuality
has been formalized and theorizing the reading comprehension and there are no spaces for creative reading, spontaneous, considering the point of view as a basic element, or make a daily reading which takes into account the life-giving touch. That is, they are forgetting to perform a reading for life. What we do is restore a glow to read human life, which can generate thoughts, emotions, actions, or just fun, pleasure, delight to read.
know that, according to statistics, analysis, classroom experiences, opinions, etc.., Most people in the world read less and less. Teachers try to give solutions of various kinds.
also probably have not responded effectively to the question: How much reading the student serves for life development? Perhaps what we need to work on is basic literary theoretical concepts that will give us a construct that can guide and strengthen our desire for literary reading.
Hypothetically, intertextuality can be a solution or part of the solution, so we must know the benefits of reading literary intertextulaidad effective for theoretical level. And to identify areas of research linked to intertextuality and the acquisition of literary reading skills. And we could get to show how literary intertextuality can contribute to reading performance of construction, deconstruction, reconstruction, resemantization from intertextual connections that have literary texts.
These ideas I have come to listen to a teacher who berated a student for being stained with primary colored paintings, she angrily told him why? Why?, He looked at her and calmly said Professor you know what intertextuality. Since that day I got home after my work, and try to find the relationship between the colored spots of the child, the anger of the teacher and intertextuality. Apparently my reading has
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