Os gêneros do discurso e o ensino-aprendizagem de leitura no livro didático de português: historicização e desistoricização da linguagem e dos sujeitos.

Abstract

This research has the general objective to investigate, in the discourse of textbooks of elementary school II, the approach of discourse genres as an object of reading teaching and learning, considering the historical constitution of subjects and senses, especially the subject- Reader and reading. In order to guide the investigation, the following specific objectives were established: a) to analyze the production of meanings for reading and the reader-subject, as far as the historicity of these concepts is concerned; B) identify meaning effects related to the role of the teacher in the mediation of the teaching-learning process of reading; And c) discuss the implications of the senses and effects identified for a theoretical model of teaching-learning reading that contemplates the historicity of language and subjects. In order to reach our specific objectives, we focus our analysis on the approach of oral discursive genres and their respective activities present in the textbooks of the two collections: the genre Interview, in the Portuguese collection: Dialogando com texto, studied in the Reinvention section , Of the 6th year volume; The genres Interview, Seminar and Debate Regrado, in the collection EJA Modern of the section To study the genre, of the volumes of the 8th and 9th years. The analysis of the data was carried out in two stages: a) in the first, a preliminary presentation was made on the historicity of language and subjects (learner and teacher) in the pedagogical discourse of LDPs, from the discourses of the teacher's manual and Presentation of each selected collection; B) In the second, we outline the approach to the question of the historicity of language and the subject as a pedagogical practice in reading didactic activities of the selected genres. The analysis allowed the identification of a didactic-discursive macro strategy common to the two collections: The study of the genre. From our analysis we perceive that the treatment of the interview in the Portuguese collection: dialoguing with texts treats the subject-student as a subject-producer of texts that holds all the necessary knowledge for that fact. We also noticed that the collection does not work with activities that relate to the genre interview, only mentions the texts that were worked throughout the unit. This demonstrates that the discourse resounds by the slant of the genre in question and does not consider the historicity of the subject-reader. Already in the EJA Modern collection the senses of reading are linked to the historicity of the interview as a social practice of language, ie, the subject-authors (interviewer / interviewee) and the effects-readers produces a reading image as a social specific The discussion of contemporary themes. The seminar genre was presented in a more summarized way, however, the discourses affirm the importance of the formation of subjects-students-writers, not only knowledgeable about the particular structures to the genre, but of subjects capable of through their historicity to Develop their capacity to understand and similarity with the new. Finally, we see that in the approach of the debate genre, the discourse of the LDP of the Modern EJA collection resonates transversally by the renewal in what concerns the representation of the historicity of the reader-subject, since it addresses the rigid form of the Particularly structures to the genre and preserves the memory of the student, not stigmatizing the historicity of the reader-subject, since the knowledge materialized in the didactic manual analyzed marks an indication to the discursive positioning of the subject-apprentice. The research undertaken on the approach to the study of the genre of discourse in the textbook of elementary education allowed us to verify with this study the possibility of evaluating how the theoretical and pedagogical knowledge about genres of discourse are incorporated by discourse of the textbook, since This approach develops from complex, tense processes of historicization and de-historicization of subjects and senses, that is, through the production of contradictory effects of affirmation and erasure of the historicity of language and subjects.