Ideários de leitura e de leitor em livros didáticos de Português (1984-2007): escolhas textuais e valorações sociais

• Ano de defesa: 2013
• Autor(a) principal: Mariana Queiroga Tabosa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação dos leitores; Aula de leitura; Livro didático de português; Livros didáticos; Leitura Estudo e ensino; Educação; Língua portuguesa Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-96MJWT

This research aims to comprehend how pedagogical ideals about reading and readers formation are constructed according to five different editions of a didactic book of Portuguese, published in Brazil between 1984 and 2007. The research is developped from theoretical reflections concerning Education, Applied Linguistics, History of Reading and History of School Classes, considering the relationship between social and school conceptions of reading and readers throughout the time in didactic books of Portuguese. In order to achieve those pedagogical ideals that compose the reading teaching, we have verified, in the researchs data, the texts offered by those didactic books, the manners of reading proposed by the reading activites and the enunciative strategies used by these materials to build a pedagogical discourse about reading and readers formation. In those different editions, we distinguish two blocs of pedagogical ideals regarding the reading and the readers formation: on one hand, a bloc of restricted pedagogical ideals and, on the other hand, a bloc of social pedagogical ideals. The former refers to a reading activity based on selecting informations from a text, in which the facts, the ideas, the characters and the vocabulary and textual structures are largely emphasized, making, in contrast, no allusion to the readers cooperation. The latter, the bloc of social pedagogical ideals, is characteristic of the reading proposals that are concerned to develop the senses of a text, even if they intend to shape or to shield them. Those shapes functions both to determine the senses of a text, shaped reading, and to determine its writing, shaping reading. In this latter bloc of pedagogical ideals, the defense of the variety of the texts results in the establishment of a formation aim that considers the importance of the insertion of a student in a legitimate culture. Our research points out, indeed, that in the history of schooling of reading, according to those didactic books published between 1980 and 2007, there is a characteristical schooling manner of conducting the reading. Although it is possible to verify some substantial changes in what concerns pedagogical discourses and textual choices of the didactic books we analyzed, we observe a number of institutionalized manners of conducting the reading in Portuguese classes.