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INTERPRETATION AGAINST READING
Abstract
Our paper aims at the analysis of the rapport between reading and interpretation for high-school teaching. It also involves the description of the interpreting mechanisms which affect the quality of the reading process and disturb the relationship between reader and text, instead of enabling a thorough understanding of the literary work. The aspects we will take into account are the following: a. the projection of a certain image of the author, b. the reading stereotypes and the standard interpretative frames, c. the hunting of symbols and hidden meanings determined by an elitist vision of literature and literary analysis. This analysis allows a better understanding of the actual problems when it comes to teaching literature at the high-school level and, at the same time, it suggests some resolutions in order to improve the educational act which ought to enlarge the reading proficiency of the students.
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