Entre os limites do real e a ilusão da transparência: o processo de produção de sentidos

• Ano de defesa: 2006
• Autor(a) principal: Gonzalez, Vania Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Língua portuguesa; Leitura; Produção de sentido; Limites do sentido; Análise do discurso; Lingüística aplicada; Língua portuguesa - Estudo e ensino; Portuguese language; Reading; Production of meaning; Limits of meaning; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15430

takes into account theoretical concepts of the French Discourse Analysis School. The process of production of meaning is discussed. In order to achieve such an aim, reading and interpretation in fundamental cycles in three different public schools are analyzed. We have dealt with the hypothesis under which it is not the fact that students do not provide teachers with meanings previously expected that we can say that they are not proficient readers. This hypothesis is supported by the every fact that teachers, as observed, do not treat interpretation as a special moment of production of meanings. It is by exercising their power that they go on supporting absolute truths in the classroom. Methodologically, we have analyzed ten readinginterpretation classes, which allowed us to select the research data. Theoretically, this research was supported by the notion of a subject, as an effect of language, divided and desiring. In addition, other concepts such as discursive formation, interdiscourse, discursive memory, heterogeneity, meaning and effect of meaning were used in order to analyze students and teachers sayings in the production of meanings in the classroom. We have also analyzed this official document responsible to guide the teaching and learning of Portuguese Language called PCN S. We have found that there is a great distance between what the document proposes and what teachers effectively do in reading and interpretation activities in the classroom. We have found that the production of meanings is subjected to language and reading conceptions that constitute both teachers and students. The will of power and knowledge present in the proceedings of teaching and learning leaves marks that indicate that there is a real desire that our saying makes one, without any imperative of the law. What is real in language is the very fact that meaning can always be another one.