Os discursos e a construção dos leitores na perspectiva dos Gêneros textuais: condições de produção de leituras na escola

• Ano de defesa: 2007
• Autor(a) principal: Marilia Rocha Furtado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Construção de leitores; Discursos; Leituras na escola; Leitura; Educação; Leitores
• Link de acesso: http://hdl.handle.net/1843/FAEC-84ZNRC

ABSTRACT The objects of this research are both the readers and the classroom reading, and its objective is to analyze how discourses construct those readers, that is, what are the conditions for classroom reading production. Under the perspective of textual genres, considering that the classroom context is interactive, the data gathered have shown that some students are classified as competent in reading or good readers, while others are classified as weak in reading or readers with comprehension difficulties. In order to conduct the analysis, an ethnographic perspective was adopted as a methodological-theoretic referential. The data was assembled from a five month participative period in a 4th grade classroom, through class videos, field notes production, copies of artifacts (as exercises done by students, read and produced texts by both students and teacher), and interviews recorded with ten students and their teacher. In the sample used by the analysis, the classes selected were those where the teacher works with textual genres as newspaper interview/news, advertisement and texts outlines. In addition to that, in order to have a more detailed analysis, four students among the ten were chosen. They were chosen for being considered meaningful cases of good readers and readers with comprehension difficulties. The data thus assembled was analyzed in a dialog with researchers working in reading studies, textual genres, discourse analysis and discursive interaction in the classroom. Theses are studies that consider reading as a social activity, and propose that classroom work, under a textual genres perspective, would be an excellent opportunity to deal with language in its diverse every day usage. On the top of that, those studies also consider that the subjects are constructed through language during interaction. This construction would be marked by various discourses and by the subjects perception concerning what he should know, do, anticipate and interpret in order to participate of a given community. This M. A. thesis is organized in eight chapters. The first chapter presents the object definition; the second chapter presents ethnography as a necessary methodological-theoretic referential for the development of this research; the third chapter presents the school that was chosen for this research; the fourth chapter presents the subjects considered as meaningful cases of good readers and readers with comprehension difficulties; the fifth chapter presents some considerations which guide the research and that are related to Discourses and their construction; the sixth chapter presents the underlying conceptions on the Discourses of both students and teacher, concerning readers and reading, manifested during classes and interviews; the seventh chapter presents some reading practices performed in the classroom, highlighting how readers are constructed through/by the work with textual genres; and lastly, the eighth chapter presents the construction of reader subjects in/by the Discourses. Data analyses have elicited that students from classes that adopted the textual genre perspective can better express their comprehension than those students from standard class systems. Evidences that the places occupied by the subjects as readers are influenced by the verbal and non-verbal actions of the teacher towards the students, of the students towards the teacher, of the students among themselves and of a student individually were also observed.