A atualização do discurso sobre a leitura nas edições didáticas da Coleção Português: Linguagens.

Abstract

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.