The paper describes the specifics of the reading of literature as a cognitive and semantic activity that uncovers the reader's receptive and cognitive skills, as well as activating the reader's psychological frame - in relation to a specific type of reader (teenagers) that is also referred to by scholars as a thinker. Creative, experiential and cognitive (critical) reading of literature in academic and technical secondary schools is encouraged through the didactic principles of a systemic and systematic approach, receptive acceptability, creativity and problem solving.
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