BARBOSA, A. P.; http://lattes.cnpq.br/6941133964116224; BARBOSA, Alanne de Paula.
Résumé:
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.
