The classroom library as a space for reader interaction: Discovering interpretative paths and plural readings

Reading is a cognitive and affective process that allows a dialogical circle to be established. To this end, the classroom library allows readers to build their understanding through readings that allow them to participate with their experiences, their appropriations, their imaginaries. It is a meeting place that implies meeting and conversing, because it is from these dialogues between several readers, the texts and their cultures that comprehension is built. The objective of this article is to expose an experience of critical-creative literary reading, from the library itself as a relational space, to share and learn between readings, to find different meanings by sharing experiences and exchanging what is understood from each reading individuality.