In this article the writer and Argentine Ricardo Piglia profesor stands at the center of the academic debate on literary education based on the idea that his poetic reading hypothesis provides a framework capable to build viable research on the formation of the reading and literary competence. His ideas about circuits of knowledge production about reading, types of readers, the debate on the canon narrative and intertextuality, are considered fundamental to the discussion and to contribute to the discussion on how we should teach literature in a context governed by new technologies and the new reading.