Leitura e formação do leitor: a construção de efeitos de sentidos no processo de interação verbal.

Abstract

This paper presents a contribution to the elaboration of reading and reader formation activities based on some concepts related to discourse studies. With a didactic purpose, it conducts a conceptual discussion about the conditions of production and discursive memory, notions of Discourse Analysis (DA) of pecheutian orientation, to support reading practices in the classroom. It makes a brief recovery of the course of DA and notions that offer the possibility of discursive analysis, as well as analyzes a linguistic materiality in order to show how theoretical conceptions can favor the development of a reading work in school. The final considerations point to the need of identification of analysis procedures whose function is to facilitate the reader‟s recognition that the senses are not constituted by texts, but by verbal interactions.