Based on the theory of enunciation by the French linguist Emile Benveniste, language is part of the human nature. In the use of language, man acts as an individual who puts the linguistic system in operation and transform it into discourse (Benveniste, 1966 and 1974 [2008]). The whole language activity is a process marked by the immersion of the individual. From there, the individual becomes unique and acts in the linguistic system in accordance with his subjectivities, and builds a space of enunciation between the polarities "I" and "you" in a personhood correlation. Thus, the space of enunciation is established, giving rise to the concepts of subjectivity and intersubjectivity. In the linguistic systems, in addition to the personal pronouns, there are still many other elements of various functions, composing a structure of time and space that allows the establishment of an enunciation. The whole enunciation is a unique event elaborated by an enunciator (Boeff - Vargas, 2013). These elements cannot be repeated , even by the same individual that had previously produced it. The process of reading is an example, since it is an act in which the reader owns the language. Just like in language and by language, man constitutes himself as individual in reading and by reading. Therefore reading is a process of production and allows the diversification of interpretations. According to the theory of enunciation, no one will have the same interpretation about the same text, and no one can repeat the interpretation in the same way as he/she previously did. This study, through the analysis of the diversified interpretations of five participants on the same advertisement, discusses how reading is a process of the realization of the singularity, subjectivity and intersubjectivity, based on the fact that, in reading, the person in charge of the meaning of the text is the reader. On the other hand, according to the descriptions provided by the research participants in the questionaries about their experience as FL students, the teaching and learning model of the foreign language(s) courses attended by the them was very traditional and structural. Under this model, the space to achieve the (inter) subjectivity is reduced. The role of (inter) subjectivity in the reading process was not considered, and their classroom was isolated from the social reality, which is characterized by (inter) subjectivity. In order to assit our students to develop their reading skills, our classroom cannot ignore the central role of (inter) subjectivity. We make interpretations, not only to find out the information shown in the text or decode the author's intention, but also to discuss with our own ideas– our subjectivity – developed during the interpretative process. As a result, during our teaching process, we should allow and encourage the students to produce new interpretations, opinions and ideas.