O ensino da leitura no ensino fundamental II, na perspectiva discursiva: a busca de "outros" sentidos para propostas de leitura do livro didático de língua portuguesa

Abstract

The reading process occupies a very important role in contemporary society. Reading means unveiling society, unraveling man in his joints with the other. In this sense, the act of reading can contribute to the transformation of society. Therefore, in school, it must go beyond the decipherment of the written code, beyond the mere possibility of a single sense. Finally, it is necessary that in the classes of Portuguese Language (LP) students subjects perceive that the texts are heterogeneous, constituted from other texts, in a dialogue with other voices and, precisely for this reason, one can not disregard the exteriority, History and ideology. However, in that space some problems are common: reading proposals that come mostly from the Portuguese Language Didactic Book (LDLP), students who do not read for self-interest, who make superficial readings when they are required, reading processes that end up generating An often passive subject who only extracts ready information from the texts read. In view of this scenario, the objective was to analyze the reading practices in LP classes in 01 (one) public school class - noting if the didactic strategies used to perform such practices favor or not, the attribution of other meanings, other meanings to These readings and also present a proposal for activities that complement possible strategies that do not take into account the heterogeneity, the multiplicity of meanings that a text can present. The research had as theoretical support the Discourse Analysis of French line and was based on the theoretical contributions of Pêcheux (1977) and Orlandi (2001). Also, in the studies of Solé (1998), Marcuschi (2008), Koch and Elias (2000/2014) Pereira (2011) and others. As a methodological contribution to the qualitative research of bibliographical, documentary and participant observation, with two groups of the 8th grade from a public school in Araruna / PB. The results point to the following findings: the reading proposals, observed in LP classes, also presented a single meaning, silencing other possible meanings; The LDLP, the main didactic resource available to the teacher (a) contributed to the effectiveness of this process of homogenization of the senses. And the didactic alternatives proposed in this research contributed, in some moments, so that the student subject could perceive other possibilities of the constitution of senses and subjects, that goes beyond the simple capture of ready ideas.