Aula de leitura: um jogo de restrição dos sentidos

• Ano de defesa: 2014
• Autor(a) principal: Silva, Regina Elena da
• Orientador(a): Oliveira, Helênio Fonseca de
• Banca de defesa: Henriques, Claudio Cezar , Barbosa, Flávio de Aguiar , Pauliukonis, Maria Aparecida Lino , Gouvêa, Lúcia Helena Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Análise do discurso; Discurso; Ensino; Ideologia; Interpretação de texto; Leitura; Livro didático; Texto; Língua portuguesa Estudo e ensino; Leitura (Ensino médio); Livros didáticos Avaliação
• Palavras-chave em Inglês: Discourse Analysis; Discourse; Education; Ideology; Reading Comprehension; Reading; Textbook; Text
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6132

The main objective of this research lies in examining the didactic procedures related to reading in the textbook Portuguese Language - Context, Interlocution and Meaning" (Moderna Publishing House), recommended for use in High Schools, mainly in its section "Text Production". This analysis aims to set the theoretical and methodological path followed by the textbook in terms of observing what "discourse-based approach to reading , proposed by the book, means. To this end, I have opposed the concepts and procedures developed in the textbook to what is known as discourse-based approach to reading in Discourse Analysis. I assume that a discourse-based approach to reading implies considering text production conditions, i.e., the relationship of historical and socially determined positions - in which the symbolic (linguistic) and the imaginary (ideological) meet" (ORLANDI, 2008, p.11). The corpus analysis has shown that, despite claiming to have a discourse-based approach, the aforementioned textbook does not accomplish its intent. The didactic purpose of reading repeats the traditional model of "reading comprehension", without considering basic assumptions of Discourse Analysis, namely, that the meaning is not a product of a text s shallow reading, but it is the consequence of a complex relationship between reader, author and socio-historical and ideological context