Leitura, léxico e ensino : estratégias de leitura nos manuais de língua portuguesa.

• Ano de defesa: 2010
• Autor(a) principal: Cruz, Élida Conceição Santos
• Orientador(a): Corrêa, Lêda Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Letras
• País: BR
• Palavras-chave em Português: Leitura; Ensino; Léxico; Linguística sócio-cognitiva; Linguística sócio-interacional
• Palavras-chave em Inglês: Reading; Lexicon; History; Teaching
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5716

The teaching of Portuguese in Brazil has been, since the 70s of the twentieth century, the subject of discussions about the need for improvement in the way the curricula have been proposed and the contents have been discussed as well, what can be proved based on the long years of studies that emphasize the methodological, linguistic and ideological aspects, seeking alternatives to, at least, soften the historic educational crisis. Our research was aimed at the discussion of the "crisis of reading" and, consequently, the "crisis of the reader," as a subject capable of (re) constructing knowledge through the ability to take off by different space-time dimensions, which go beyond the "here "and" now "of enunciation, as it is a complex issue which affects not only the process of teaching and learning a language and other disciplines, but especially the conditions for effective participation of these individuals as agents capable of changing the social reality. Taking into consideration the socio-cognitive and interactive linguistic of reading and some aspects of lexicology in the textual-discursive perspective, we seek to promote a reflection on the reader-text relation, which could contribute to the discussion on the polemic reading process and analyze, in the reading activities proposed by the Portuguese language textbooks selected by us, the extent to which such textbooks facilitate the formation of critical-reflective readers through the lexicon as a mediator between linguistic and nonlinguistic knowledge. According to the PCN, we go through three historical axes on the theme, taking the fundaments of the processes of discipline and schooling of reading in Brazil, according to the principles of the school subjects history, in the reading practices proposed by Chartier and in the major approaches of the linguistic studies. This route allowed us to point out some shortcomings in the processes of interpreting and understanding texts proposed in the Portuguese language textbooks: their reading practices remain oriented in a decoder and impoverishing perspective of the reading act, as they consider the lexical element to a limited extent, isolated, as a mere pretext for working just on the vocabulary of the text, instead of using it dynamically in order to activate other knowledge, what makes the reader predict the onset theme of the text from the lexical units, emphasizing the reader's world knowledge in the process of understanding the text. Moreover, we detected that the exercises which were analyzed did not favor the criticism, the drawing of inferences, the discovery of new meaning effects generated from the lexicon, and the discursive game. They did not allow the construction of the historicity of the texts and the ideologies of the process of understanding as well. As a result, we dare to say that the student will hardly become able to reach the level of understanding that affects the functioning of the ideological and socio-cultural text, achieving only the level of repeatable, objectivity, essentialism, in case of not surpassing this mistaken reading / understanding practice as simple meaning decoding and reproduction which have already been placed and legitimized.