How can we theorize a literary reading that avoids the alternative between radical subjectivism and model neutrality? In a historical context in which the post-war model of engaged writing seems to have come to an end, and in which the paradigm of literary autonomy that succeeded it, with the aesthetic or "liberated" readings it promoted, seems in turn to be on the wane, can we continue and update the Sartrean project of "situated and situating" literary criticism? Feminist epistemologies and the theory of situated knowledge (D. Haraway) invite us to define a way of reading that, without seeking to erase the constraints that weigh on all reading, works to objectify what these constraints may or may not reveal in a text. This situated reading, neither disengaged from nor identified with the position from which it is enunciated, strives to "respond to what we have learned to see", but also to what we have learned to read. To this end, it takes into account what engages us in the world in literary texts, and in our ways of reading and sharing them.