Para que serve ler e escrever? Para quem serve ler e escrever? uma investigação sobre a constituição de sentidos da leitura e da escrita

• Ano de defesa: 2015
• Autor(a) principal: Campana, Carla
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Alfabetização; Letramento; Língua escrita; Sentidos
• Palavras-chave em Inglês: Alphabetizing; Literacy; Written language; Senses
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16181

As from the category of sense, as defined by Vigotski, the present research has sought to capture senses that have been constituted to the participant subject on top of written language beyond analyzing them by overcoming both the functional and the immediateness zones and therefore strolling towards zones of senses. Being aware that one may only capture senses by placing them within their own constitutional process, this work has endeavored an analysis format that articulates the particular to the whole, meanings to the social and political dimensions of our material reality and to the knowledge that is produced in the area so that we may act upon senses. It has been pursued in this process to assess whether these senses are operating to support the dominant conception of literacy or whether they have been assuming a role of social transformation agents. The chosen method was the Dialectical Historical Materialism and the information herein has been produced by the means of a conversational dynamic as proposed by González Rey. The applied tools were a checklist with the objective of characterizing reading and writing activities that had been carried out by the subject as well as a semi-structured script comprised of open questions that have been divided into two large themes: experiential reading activities involving written language and the subject´s opinion regarding such given experiences. Three types of subjects have participated in the present research: an adult literate subject who uses written language as his/her personal and professional supporting tool; a literate subject who does not predominantly lean on written language for his/her personal nor professional support and, at last, an illiterate subject. The present information has been analyzed through nuclei of meaning, according to the proposal of Aguiar and Ozella. The analysis has revealed that senses attributed to written language contain naturalized elements such as the perception that written language has got superior qualities to oral language, the valuing of schooling literacy and the idea that a proper dominium of written language promotes ascendency, socially distinguishing people from one another. Elements such as teaching manners to present language at school, affection as a mediator of the relationship subject-object, presence of surrounding cultural elements, social inequalities and the characteristics of the capitalist mode of production have been discussed as determinants in the appropriation of written language by all subjects