Constituição discursiva dos sujeitos do ensino-aprendizagem em aulas de leitura nos anos finais do ensino fundamental.

Abstract

The present research is about an investigation of classroom discourse, which questions the discursive constitution of teaching-learning individuals in reading classes of elementary school final years. This way, the aim was analyzing how teaching individuals discursively construct their position (s) in reading classes, considering the relation between the classroom discourse (DSA) and its inter discourse, and which knowledge-meanings are engaged with this purpose. In order to do so, we chose as analytic basis the Discourse Analysis (DA) from Pecheutian basis who focus on language practice based on its discursivity, relying on theoretical references as Orlandi (1987, 1992, 2012, 2015) and Pecheux (1969, 2014), besides some others like Castro (1995), Canduro (2007), EckertHoff (2008), Focault (2008), Scótolo (2010), Sousa (2002) and Tardif (2012). Our corpus is constituted of recordings and transcripts of reading classes happened in eighth-grade class (24 students) from a public school in the city of Boqueirão-PB. As an analytical procedure, was observed the teacher’s discursive relation with his memory (interdiscourse-FDs) and how relates with knowledge and discourses. With the student, the analysis succeeds in the same way. In both, were considered student-teacher and student-student relations, the clippings of teacher discourse and students were analyzed according to the following categories: identification, counter identification, and disidentification. This categorization allowed us to identify discursive movements of the constitution of individuals school position in the cutout situation, proving the heterogeneity of these movements, in teacher discourse, students itself and the relation between them. Thus, we determined that both teacher and students can identify themselves with other discourses that circulate in school discourse formation, knowledge that is not necessarily homogeneous and mobilize them as in a movement of identification, counter identification or discursive disidentification, in the construction of their position (s) in reading classes. This is the contribution of our study: to understand about the construction process of reformulation of knowledge-meanings during the teaching-learning process.