“Nós, estrangeiros em leitura”: representações da leitura por jovens estudantes

• Ano de defesa: 2021
• Autor(a) principal: Borges, Rafael
• Orientador(a): Ferreira, Luzmara Curcino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Leitura; Formação leitora; Leitor jovem; EAJ/UFRN; Estrangeiro
• Palavras-chave em Inglês: Reading; Reader formation; Young reader; Stranger
• Palavras-chave em Espanhol: Lectura; Formación Lectora; Lector joven; Extranjero
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/15283

Access to reading, whether as a technical skill or as an act of leisure, as well as the right to be a reader, have been subordinate to complex power relations and inequality throughout history. One of the ideas that arise from this dynamic is that young people do not read and do not like to read, especially if they come from the lower classes of our society, an idea derived from a somewhat idealized and mythical conception of reading. Given this, we propose, in this thesis, to analyze representations about reading and being readers shared by young people themselves. More specifically, we ask young students about how they see themselves as readers and how they put in practice and valorize the act of reading. Our objective is to better understand their discourses about reading and being readers, to identify certain representations they formulate about that and to what extent these representations guide, determine, and encourage their way of reading, what they read, what they say about what they read, and how they judge each other concerning reading, either at school or outside of it. A group of students willingly opened the doors to this part of their lives and contributed to this research. They all attend courses of Technical Education (Agriculture, Agroindustry, Aquaculture and Computing) integrated to High School at the Agricultural School of Jundiaí (EAJ), which is part of the Federal University of Rio Grande do Norte (UFRN), located in Macaíba, a city in the metropolitan region of Natal-RN. To collect data, two research instruments were used. The first was a semi-structured interview with 9 guiding questions, conducted with 20 students who were participating in an extracurricular Reading Group activity at EAJ/UFRN. For the interview, the group was divided into 5 smaller groups, so that we could have small circle talks, and a total of 3 hours of audio was recorded and, later, partially transcribed. The second instrument was a written questionnaire applied to 101 second-year students, consisting of 32 questions, mostly closed-ended, which provided us with more punctual data that allowed comparison and quantification, resulting in a significant amount of data. Thus, the research is mainly qualitative, in which the quantitative data allowed us to perform a stronger argumentative analysis. Each student has their individual history, a result of their regional, social, and familiar setting, but sharing the common feature of going to the same school. As we talked to them and listened to their unique ways of being readers, each one with their peculiarities, different from each other and their parents and ancestors, we conceived the metaphorical image of them as strangers, and categorized them into two groups: the invited strangers and the uninvited strangers. To support the thesis, our theoretical framework is based on the concept of representation, as developed by Roger Chartier, and some principles of Discourse Analysis, namely from the works of Michel Foucault. In addition, we recurred to studies of qualified researchers of reading in Brazil, especially those who focus on young readers. We verified that the students’ discourses about reading fluctuate between the reassurance of hegemonic, mythical, and elitist conceptions, like reading for pleasure and spontaneously, and, on the other hand, the rupture of such conceptions, in moments when they value other types of reading, giving it new meanings and reassessing themselves as readers.