Abstract

ARCILA-ROJAS, Claudia. Writing and Reading: Dialectical Process for Knowledge. Escritos - Fac. Filos. Let. Univ. Pontif. Bolivar. [online]. 2020, vol.28, n.60, pp.79-92.  Epub Apr 27, 2021. ISSN 0120-1263.  https://doi.org/10.18566/escr.v28n60.a08.

Because of the rushed statement that writing is a testament that concentrates the intention of someone who is absent, the idea of the immutability of text has been generalized. The latter is associated with a criterion of coherence in which the realization of the idea flows with no obstacles. Regarding this issue, which limits the dialectic nature of language, this article offers a conceptual alternative that aims at questioning the criterion of linguistic objectivation because it separates the word of its reflective nature, which is in tune with the reference to the entity that drives its meanings. The dynamic reach of writing makes possible for reading to become an appendix of observation, which not only prepares cognitively for the analysis of the set of graphemes, but that also must appropriate sensorially the image that expresses its attributes and alterations as a necessary link in every act of enunciation. Thus, the Marxist conceptual route is linked to a critical philosophical standpoint in which the dialogical relation between text and reader takes effect within a movement of looking towards the heart of the purpose. The latter is done with the aim of making more pedagogical the meeting with the text through a critical hermeneutical approach. To sum up, the resignification of writing implies considering it as a permeable and dynamic texture due to the questions that foster new and surprising findings in the endeavor of knowing. This also means that word, both oral and written, should be linked to new challenges for questioning, which makes of knowing an experience in constant change.

Keywords : Writing; Reading; Knowledge; Research; Dialogue; Meaning; Pedagogy.

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