The field of reading and receiving the literary text presents several novelties, meant to motivate students to read during school, but also to train them in long-term reading skills. Education documents propose and presuppose, from this perspective, the active reception of the text, based on an authentic dialogue between the text and the reader, of a transaction of the reader with the text (according Curriculum Implementation Guide, 2019). We will try to argue the need for a strict rigor, based on the insistence to preserve the fragments that have constituted and constitute the indisputable value of our literature.