BARBOSA, A. P.; http://lattes.cnpq.br/6941133964116224; BARBOSA, Alanne de Paula.
Resumo:
This work proposes a reflection on the process of updating the discourse on reading in the
collection Português: linguagens, by authors William Roberto Cereja and Thereza Cochar
Magalhães, in two of their didactic editions. In this process of updating, we understand that
the discourse about reading, in the different editions, is not represented in a homogeneous
way, but from the effects of meanings that are repeated and moved, according to the
production conditions of each period. With this in view, we intend to investigate the historicaldiscursive
process of updating the discourse on reading in the two versions of the chosen
collection. In view of this general objective, we seek to: 1) Identify the meanings and
positions at play in the discourse of updating on reading in the selected didactic editions; 2)
Characterize the movements of these senses/positions on reading throughout the issues; 3)
Delimit the processes that constitute the discourse of updating the senses of reading in the
discourse of the chosen collection. The corpus of the research is composed of two editions of
the collection, destined for Elementary School II: one produced in 1998, the other one in
2015. The methodology of this work is characterized as qualitative, with a discursiveinterpretative
approach. The analysis of the corpus was performed in a comparative way,
considering the effects and the relationship of meanings between cuts of the two selected
editions. Our analysis and its methodological approach are based on French Speech
Analysis, and have as main references Orlandi (2005; 2012) and Pêcheux (2008; 2014). The
general findings of our analysis indicate that the process of updating the didactic discourse
on reading happens through the mechanisms of paraphrase and polysemy, axes that assure
the functioning of the language and constitute the discursivity of the analyzed collection.
Such mechanisms support the repetitions in relation to the work with reading through
questions of comprehension/interpretation and linguistic analysis, and the sliding of
meanings regarding the contextualization of these issues present in the two editions. The
discourse of the didactic collection is constituted as discourse of reproduction, but also of
displacement, in view of the changes of conceptions of language and of education in force at
any given time. Our research, in general, contributes to an understanding of how the process
of updating the didactic discourse on reading happens through resumes and displacements
of the meanings of previous discourses, confirming the idea that no discourse is new, but
always a construction.