A formação do sujeito-leitor na perspectiva discursiva: leitura dos sentidos étnico-raciais em O Auto da Compadecida

Abstract

The act of reading is an important school tool as it contributes to the formation of conscious and critical subjects before the society and its relations. For that, it is necessary that students are able to understand and reflect on the meanings, explicit or not, found in linguistic materiality. However, in the school reality we notice that many students, at the end of elementary school, presenting considerable gaps in terms of reading and understanding texts. Perceptible difficulties when, for example, in the discourses of the most different social spheres (literary, pedagogical, media and others) the effects of prejudice, discrimination, exclusion, present in such discursivities, are little perceived by students. Many of these readers are limited to the textual field, without reflecting on the articulation between the sayings (language), the subject and the socio-historical-ideological context. Thus, from these difficulties, observed in students from a 9th grade class of elementary school, from a public school in the Municipal Education Network of Cuitegi / Paraíba, this action research emerged and was justified. It aims to analyze the ethnic-racial senses present in the words of the characters in the work Auto da Compadecida, with a view to expanding the literary literacy of subject-readers. This study has as methodology the qualitative, bibliographic, descriptive and action research. And it was based on the application of an intervention proposal based on the expanded sequence of Cosson (2016), which enables the proposal to carry out literary reading from the assumptions and specificities of discourse analysis, making the student understand the possibilities of meanings , dialogues and the context in which a text is inserted. As a theoretical framework, the research is based on Bakhtin (1997), Maingueneau (2012), Orlandi (2005), Fernandes (2009), Schwarcz (2012), Cândido (1970), among others. The results of the research indicated that the approach to reading, from a discursive perspective, contributed to students establishing a better dialogue with the text: understanding the effects of prejudice, discrimination and exclusion, thus making their readings more meaningful and reflective . And so, when they found other meanings, in the opacity of the speeches, they were able to go beyond the superficiality of the text / discourse and resignify the meanings already constructed and crystallized.