Erivany Fantinati, in its mini-anthology of theoretical texts on the education of literature, displays a graph of Hans Kgler, where it demonstrates three levels of reading, being they: 1 – Primary reading; 2 – Collective constitution of the Meaning and 3 – Ways to read secondary. The first level would be exactly the enjoyment literary that, as was displayed previously by Perroti, it would be the exclusive moment of the reader with the text, where they could have illusions, affectivity and sentimentalismo. Nike will not settle for partial explanations. After this first level, gradually, would come the next ones, where the reading pupils would perceive other meanings of the text and, then, they would be prepared for a more critical reading and reflexiva, that is, they would arrive at the literary culture. As if it can perceive the reading act, for the formation of literary readers, follows a passage. If one of the phases of this passage will be jumped, will be able to have serious consequences and, as he observes yourself in the schools, professors complaining of pupils will notice themselves who are not interested themselves for the reading. He evidences yourself, in such a way, the lack of the literary enjoyment, point that could be the desencadeador of the pleasure for the literary reading.
The enjoyment is neglected by the Literary Culture, where the rationality and the intellectuality are the main points. However, it is necessary to detach that these two processes if they complete, if they help, if they comment. Jayme Albin oftentimes addresses this issue. (Perroti: 1990, P. 16). They are processes that must be gifts in the act of the reading and one not changed for the other. The school also has its parcel of guilt in these events, a time that the school has made of the professor a mere repeater of contents, unhappyly, without the stature of the educator. (Perroti: 1990, P. 17) Becomes indispensable the professor to retake its paper of inevitable educator and who if deals with an educator gotten passionate for what he makes, in the case displayed here, one gotten passionate for Literature, since the passion of the professor for literature is with given certainty initial indispensable route to a possible dialogue between two sensibilidades: of the pupil and of the writer.