A constituição histórica da leitura como objeto de ensino: o discurso oficial e o didático (1930-1950).

Abstract

This dissertation proposes a reflection on the historical constitution of reading as an object of teaching in the discourse of Brazilian programs and textbooks throughout the twentieth century. In this process of constitution, we understand that reading is not represented in a homogeneous way, but from the effects of heterogeneous meanings, now taken up again or displaced, in view of the socio-historical and discursive conditions of each moment. Considering this assumption, we intend to investigate the historical constitution of reading and the subject-reader in the pedagogical discourse of programs and manuals of three periods of Brazilian history, corresponding to the 1930s, 1940s and 1950s. In view of this general objective, we established the following objectives specific: 1) To identify the representations of reading, the reader-subject and the modes of teaching produced in the discourse of the programs and teaching manuals selected as units of analysis in each period; 2) Check in which discursive formations these representations are inscribed; 3) Characterize the reading interpretation movements in the pedagogical discourse of each period and in the relation between the periods. The corpus of the research is composed of two archives: the first brings together the official programs of the Brazilian State for the teaching of Portuguese Language of the years 1931, 1942 and 1951; the second is composed of the manuals of the didactic collection Programa de Português, by Júlio Nogueira, which had three versions to meet the indications of the three programs of the first file. The methodology of this work is characterized as qualitative, with a discursive-interpretative approach. The analysis of the corpus was carried out in a comparative way, considering the effects and the interdiscursive relations between cuts of the teaching programs and textbooks of each period. Our analysis and methodological approach are based on French Speaking Discourse Analysis and on the History of Linguistic Ideas in Brazil, having as main references Orlandi (1998, 2002, 2005, 2012), Pêcheux (2008, 2014), Razzini (2000) and Souza (1999). The general findings of our analysis of the pedagogical discourse on reading in the cut-off periods indicate a discursive functioning supported by a process of identification between the official and didactic discourses, with some traces of sense displacements caused by the recontextualization and reformulation of meanings. The dominant affiliation to reading, in both cases, refers to the rhetoric-poetic tradition, characterized by the goals of developing literary text appreciation skills, written composition, and expressive oration. We found a regularity between the discourses of the programs and the manuals for the resumption of the literary reading representation and the effects of senses of reader-reproducing subject and reader and expressive of reading. The modes of teaching, anchored in the teacher's figure, are associated with exercises in oralization of texts and written composition. Our work contributes to the understanding of the historical constitution of reading as an object of teaching and offers a more consistent view of the discursive historicity by which this object was constituted. By this research, we can still understand some of the ways in which the current reader and reader are configured, since their images indicate (re)constructions of other representations already enunciated.