O meu aluno não lê : sentidos de crise nas políticas curriculares para a formação em leitura

• Autor(a) principal: Santos, Geniana dos
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10428
• topic: Curricular Policy; Discourse; Crisis of Reading; Colonial Rhetoric; Reading Practices; Política Curricular; Discurso; Crise de Leitura; Retórica Colonial; Práticas de Leitura; Educação; Currículo; Leitura; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study thematizes the curricular policies associated with reading. As an object of the thesis, I argue that the reading crisis condenses the antagonistic sense to be combated by the policies of formation of readers, becoming the name of a chain of signification that produces subjectivities in the politics of reading. This research was developed with inscription surfaces the theses that focused on reading and Basic Education, present in the Digital Library of Theses and Dissertations (BDTD) and the discursive productions within the scope of the Brazilian Reading Congress (COLE), discursive space that I consider a potentially democratic arena of dispute. For the interpretative process, I contextualize the COLE, focusing on the 12th (1999) and 16th (2007) editions. This is due to the understanding that in such moments, the contingency of the articulatory processes around the reading is more evident. As a theoretical-strategic strategy, I am guided by the understanding of Lopes and Macedo's curriculum policy, by Laclau and Mouffe's Theory of Discourse, by the discursive perspective of politics developed by Lopes, connecting meanings of the post-colonial perspective of Bhabha. I start from the hypothesis that some communities that enunciate about reading, even demanding for reading democracy, design regulatory and prescriptive reading policies, since they operate through essentialized identities. As results, I identify essentializations and stereotypes to the reader, riddled by the developmental perspective, cognitive and / or sociological; from a hybridization context. Equally, I emphasize that reading policies signal to a phantasmatic character in which the reading crisis occasionally threatens or mobilizes the policy of training student readers. I also point out from a survey of the condensations that support the speech that means reading, the metaphors and metonymy of the language game in question. This way, I choose to destabilize the colonial rhetoric that grounds the senses of reading as a simplification of learning, since such rhetoric centralizes and condenses reading as the domain of a given literary repertoire. In a discursive inscription that believes on radical democracy, from discourse theory and discursive perspective, I argue that negotiation is a potent element for the struggle for more democratic discursive practices for the formation of readers