Facebook: Leitura, discurso e o escrileitor

• Ano de defesa: 2012
• Autor(a) principal: Lovo, Rosimeire
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Mestrado em Linguística; UNIFRAN
• Palavras-chave em Português: Facebook; Práticas discursivas e Identitárias; Leitura; Escrileitor e Sujeito; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/754

This research is part of Projeto do Observatorio da Educação - Edital /2010 named “Languages, Codes and Technology”: reading and writing teaching practices in Elementary School – High School”. It’s a Project that deals with reading and writing learning difficulties among schools. It’s a concerned issue that has been discussed and it has been a worrying for many researchers and educators in many knowledge fields in Brazil. Many reading printing materials haven’t been enough in young people’s lives, nowadays; much new technology has joined young’s lives actively. Internet and social networks started spread information in many kinds. This virtual space became an important place for daily communication in which young people from 11 to 18 years old can easily have access to data in distant location in the universe as well as create and distribute information in a large scale and also create a relationship virtually for many personal, professional, leisure or academic purposes with a low cost. This way, new social educational learning practice takes pace and it requires different reading and learning skills different from the other resources like the printing. The aim is identify and reflect about many discursive identity practices in reading and writing at Facebook used by students from elementary School up to ninth year from a public school in Franca. The analyzed corpus is a discourse cutting taken from students in the ninth year in elementary school that has Facebook. There’s also a cutting from posts and comments they made. The thirteen profiles analyzed are part of 140 students universe from ninth year of elementary school from the public school mentioned. The theorical and methodological approach is a French discursive perspective from Pêcheux. Foucault studies will also be used in which is considered the discursive subject in constant construct practice from social, historical, and ideological factors that happens in knowledge and powerful relations that produces practice and discursive orders in order to construct the subject and its identity. It’s understood in this work that the observation of discursive identity practices in reading occurred in Facebook among teenagers can reveal how the student subject is build, its ways of thinking and acting in the world. The work is done with the hypotheses that the knowledge of the conditions in discursive identity reading production in this virtual space could be a base for the teacher when preparing classes and resources to improve teaching and learning reading and writing skills at school. The results pointed that the discursive and reading practices in social network aren’t completely systematized as a reflective reading and deeply interpreting practice. In the specific analyzed school the access of social network is still pitiful and the small amount that does it are concerned about entertainment in order to develop affective relations and not cultural aspects that it can offer them. The result of this research shows that it can help teachers in how to use internet specifically Facebook to improve reading, writing and text interpretation in class at school having in mind the writer-reading made by teachers also done in formal and informal written practices.