Reading Ethos: Educational Innovation and Cultural Diversity in Reading

Abstract

This essay presents reflections and results of recent research in social ethics and human development, and poses the challenges of reading and education in the 21st century. The research was qualitative: documentary analysis and corpus techniques were performed for a semantic textual analysis of the following categories: education, reading, readers, cultural diversity and information society. The study allowed to highlight questions and reflections on the political, administrative, epistemological and cultural challenges of literacy and reading in the 21st century, where information, books as territories and readers as inhabitants are constantly challenged, consciously or unconsciously, by the power meshes referred to by Foucault, as well as by the constant deconstruction of words and the ways of managing the word's and language's power in education.