Throughout this paper, I develop a genealogical journey in the context of and through the key moments of the development of my Master’s Thesis. Already conceived as a preliminary project for my PhD studies, it involved an exhaustive search for making my inquiry visible and narrating the tensions and experiences arousing during the implementation of the research project. I started from the interest of exploring and discovering how youth construct their subjectivities the narrative and learning experiences with a group engaged in a literary project.
What follows took place between January and May 2018, during the audiovisual documentation process carried out with high school students from two secondary schools in the city of Barcelona, involved in the educational-literary project First Literary Dates.
Few everyday practices have occupied such an important place in the conformation of the modern subject as readers. Forms of relations and organization, dynamics of work, construction of knowledge, fantasy and pleasure are intimately linked to it. The reading practice goes through our daily life together with the moral constructions that go with (Cruces et al, 2017).
In the midst of the digital era, we find, as Garcés (2013) says, a desire for community and cooperation that is expressed in multiple forms. In this context, new channels and codes have emerged to share reading experiences (blogs, bookyoutoubers, social networks, etc.). Young readers with social networks such as Instagram, Youtube or Twitter, have created virtual reading communities transforming the way of relating to reading. This ceases to be an individual act and becomes a shared experience between equals (Lluch, 2010, 2014).
So, we must ask ourselves, how can reading reinvent an educational community? In what way can reading unleash and activate new relationships between classmates, teachers and school spaces?
In this context, First Literary Dates arises. The project was created three years ago by a language and literature teacher at a secondary school in the city of Barcelona. It consists of organizing a meeting in which high and lower secondary school volunteers comment on the readings, previously chosen from literary menus prepared by their the teacher and the high school students. Menus in which, instead of finding different dishes, you will find readings of different genres and origins (for example, the Japanese, the Italian, the French, etc. menu). Once the readings have been chosen, students from different lower secondary school courses who sign up are assigned a high secondary school "tutor" to follow them up. Finally, a meeting is organised so that all the participants share their impressions, experiences and opinions about the readings and the process experience. (Carbonell, 2017; Miño Puigcercós, R. Perelló Sureda, M. & Sancho, J. M, 2018)
However, this project goes beyond being an activity thought to promote interest in and love of reading and literature. It tries to arise questions that create a knowledge and experiences network that re-configures the idea of reading as an individual activity and process. It encourages youth to relate to people they do not know and to move from their comfort zone to attest to what has affected them when reading. They take responsibility for the fact that what they build has an effect that affects them and other. It talks about them and the decisions they make to explain what they want to say.
This is being the focus of my PhD research project that will deepen the methodology developed in my Master’s Thesis.