Recurrencias en lectura literaria escolar: análisis desde (y para) la justicia social

The purpose of this article is to characterize school literary reading from a justice perspective, highlighting the recurring participations of students. To this end, 26 critical incidents and 13 semi-structured interviews reported by students from the Chilean educational system, aged between 15 and 17, are examined. Specifically, the analysis relates school literacy to certain textualities within the corpus, connecting them with premises of socio-educational justice and literary education. Among the main conclusions, it is noteworthy that literary reading is an event of literacy where peer interaction, reflection, and creation are not typically present, especially when associated with assessment. On the contrary, it is often conceived as a phenomenon of universal decoding, characterized by limitations in expressive spaces, emotional nullification, and evaluation of reading comprehension following the aesthetic experience.