O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/tede/9293 |
Resumo: | In the universe of theorists who reflect on the reader's formation in the school, it is common sense the understanding that a reader does not form in a single instant nor by the singular action of a given theory. On the contrary, the reader is always a process in formation that occurs through the integrated action of various theoretical segments that are experienced in the classroom. Within the range of theoretical-methodological procedures that are thought as tools to aid the formation of the reader, we use the French Speech Discourse Analysis which, given its interdisciplinary character, is allied to other areas of knowledge. In this sense, authors like Pêcheux (1997, 2008, 2009), Foucault (1995, 2007, 2008), Orlandi (2006, 2010, 2012), Lerner (2002), Chartier (2002) and Martins (AD), as a reading methodology, could help in the formation of the reader. As for the specific objectives, we have to: a) Evaluate the Reading proposal applied by the teacher to understand the theoretical-methodological particularities of the discursive reading mediation; B) Analyze the result of the discursive reading mediation, from the confrontation between the initial and final questionnaires, to observe the effects of the AD proposal on students' reading gestures .; C) To understand how the classroom, with its dynamics and hierarchical organization, acts in the process of docilization of the subject-student and in the constitution of the governability of the teacher; D) Understand how power relations, and real wills interfere with teacher and student reading gestures. In order to carry out the research, we conducted a discursive mediation of reading with students from the ninth grade of elementary school, from a public school, taking as an object of analysis exemplary cordel literature. The corpus of the research is fragmented into two parts: cordel copies for the investigation of representations of man and woman from the Northeast in the speech of the cord; Transcription of the discursive mediation of reading lived in the classroom. The analysis of the cords was performed so that we could construct the didactic sequence for the discursive reading mediation. The results of this analysis show that the discourse of the cords we select builds a social representation that disparages Northeastern man and woman. Regarding the analysis of the discursive reading mediation, the results show that the DA has, in fact, a contribution to give to the practices of reading in the classroom. The contribution is that it enables the student to work with the discursive dimension of the language. In this work, he will consider, for the construction of reading, the socio-ideological interferences of saying that it is always accompanied by non-sayings that act on the said, sliding the meaning; You will realize that under the evidence of given meaning there are other possible meanings. In addition, by experiencing a discursive reading, the student can see the language in its political dimension, that is, language as a social construct based on real wills that are structured by the action of power. |
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O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do textoDiscursoEnsinoLeituraLeitorMediaçãoCordelSpeechTeachingReadingReaderMediationStringLINGUISTICA, LETRAS E ARTES::LETRASIn the universe of theorists who reflect on the reader's formation in the school, it is common sense the understanding that a reader does not form in a single instant nor by the singular action of a given theory. On the contrary, the reader is always a process in formation that occurs through the integrated action of various theoretical segments that are experienced in the classroom. Within the range of theoretical-methodological procedures that are thought as tools to aid the formation of the reader, we use the French Speech Discourse Analysis which, given its interdisciplinary character, is allied to other areas of knowledge. In this sense, authors like Pêcheux (1997, 2008, 2009), Foucault (1995, 2007, 2008), Orlandi (2006, 2010, 2012), Lerner (2002), Chartier (2002) and Martins (AD), as a reading methodology, could help in the formation of the reader. As for the specific objectives, we have to: a) Evaluate the Reading proposal applied by the teacher to understand the theoretical-methodological particularities of the discursive reading mediation; B) Analyze the result of the discursive reading mediation, from the confrontation between the initial and final questionnaires, to observe the effects of the AD proposal on students' reading gestures .; C) To understand how the classroom, with its dynamics and hierarchical organization, acts in the process of docilization of the subject-student and in the constitution of the governability of the teacher; D) Understand how power relations, and real wills interfere with teacher and student reading gestures. In order to carry out the research, we conducted a discursive mediation of reading with students from the ninth grade of elementary school, from a public school, taking as an object of analysis exemplary cordel literature. The corpus of the research is fragmented into two parts: cordel copies for the investigation of representations of man and woman from the Northeast in the speech of the cord; Transcription of the discursive mediation of reading lived in the classroom. The analysis of the cords was performed so that we could construct the didactic sequence for the discursive reading mediation. The results of this analysis show that the discourse of the cords we select builds a social representation that disparages Northeastern man and woman. Regarding the analysis of the discursive reading mediation, the results show that the DA has, in fact, a contribution to give to the practices of reading in the classroom. The contribution is that it enables the student to work with the discursive dimension of the language. In this work, he will consider, for the construction of reading, the socio-ideological interferences of saying that it is always accompanied by non-sayings that act on the said, sliding the meaning; You will realize that under the evidence of given meaning there are other possible meanings. In addition, by experiencing a discursive reading, the student can see the language in its political dimension, that is, language as a social construct based on real wills that are structured by the action of power.No universo dos teóricos que refletem sobre a formação leitor na escola, é senso comum a compreensão de que um leitor não se forma em um instante único e nem pela ação singular de uma dada teoria. Ao contrário disso, o leitor é sempre um processo em formação que ocorre pela ação integrada de vários segmentos teóricos que são vivenciados em sala de aula. Dentro do leque de procedimentos teórico-metodológicos que são pensados como ferramentas de auxílio à formação do leitor, servimo-nos da Análise do Discurso de linha francesa que, dado seu caráter interdisciplinar, alia-se a outras áreas de conhecimento. Neste sentido, autores como Pêcheux (1997, 2008, (2009); Foucault (1995, 2007, 2008), Orlandi (2006, 2010, 2012), Lerner (2002), Chartier (2002), e Martins (2012) foram fundamentais para a consecução de nossos objetivos. Nosso objetivo central com a pesquisa era compreender se e como a Análise do Discurso (AD), enquanto uma metodologia de leitura, poderia auxiliar na formação do leitor. Quanto aos objetivos específicos, temos: a) Avaliar a proposta de leitura aplicada pelo professor para compreender as particularidades teórico-metodológicas da mediação discursiva de leitura; b) Analisar o resultado da mediação discursiva de leitura, a partir do confronto entre os questionários inicial e final, para observar os efeitos da proposta da AD nos gestos de leitura dos discentes.; c) Compreender como a sala de aula, com sua dinâmica e organização hierárquica, atua no processo de docilização do sujeito-aluno e na constituição da governabilidade do professor; d) Compreender como as relações de poder, e as vontades de verdade interferem nos gestos de leitura do professor e do aluno. Para a realização da pesquisa, realizamos com alunos do nono do ensino fundamental, de uma escola pública, uma mediação discursiva de leitura, tomando como objeto de análise exemplares de literatura de cordel. O corpus da pesquisa está fragmentado em duas partes: exemplares de cordel para a investigação das representações do homem e da mulher nordestinos no discurso do cordel; transcrição da mediação discursiva de leitura vivenciada em sala de aula. A análise dos cordéis foi realizada para que pudéssemos construir a sequência didática para a mediação discursiva de leitura. Os resultados dessa análise mostram que o discurso dos cordéis que selecionamos constrói uma representação social que desprestigia o homem e a mulher nordestinos. No que diz respeito à análise da mediação discursiva de leitura, os resultados mostram que a AD tem, de fato, uma contribuição a dar para as práticas de leitura em sala de aula. A contribuição está no fato de ela possibilitar que o aluno trabalhe com a dimensão discursiva da língua. Nesse trabalho, ele considerará, para construção da leitura, as interferências sócio-ideológicas do dizer que sempre é acompanhado de não ditos que agem sobre o dito, fazendo deslizar o sentido; perceberá que sob a evidência do sentido dado, há outros sentidos possíveis. Além disso, vivenciando uma leitura discursiva, o aluno poderá ver a língua na sua dimensão política, isto é, a língua como um constructo social fundamentado em vontades de verdade que são estruturadas pela ação do poder.Universidade Federal da ParaíbaBrasilLetrasPrograma de Pós-Graduação em LetrasUFPBOliveira, Maria Angélica dehttp://lattes.cnpq.br/6111110627092405Nascimento, Jarbas Vargashttp://lattes.cnpq.br/3171836873464711Gomes, Glaucio Ramos2017-08-22T13:36:18Z2018-07-21T00:17:33Z2018-07-21T00:17:33Z2017-03-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfO método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto. 2017. 256 f. Tese (Doutorado em Letras)-Universidade Federal da Paraíba, João Pessoa, 2017.https://repositorio.ufpb.br/jspui/handle/tede/9293porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T01:57:53Zoai:repositorio.ufpb.br:tede/9293Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T01:57:53Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
title |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
spellingShingle |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto Gomes, Glaucio Ramos Discurso Ensino Leitura Leitor Mediação Cordel Speech Teaching Reading Reader Mediation String LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
title_full |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
title_fullStr |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
title_full_unstemmed |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
title_sort |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto |
author |
Gomes, Glaucio Ramos |
author_facet |
Gomes, Glaucio Ramos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Maria Angélica de http://lattes.cnpq.br/6111110627092405 Nascimento, Jarbas Vargas http://lattes.cnpq.br/3171836873464711 |
dc.contributor.author.fl_str_mv |
Gomes, Glaucio Ramos |
dc.subject.por.fl_str_mv |
Discurso Ensino Leitura Leitor Mediação Cordel Speech Teaching Reading Reader Mediation String LINGUISTICA, LETRAS E ARTES::LETRAS |
topic |
Discurso Ensino Leitura Leitor Mediação Cordel Speech Teaching Reading Reader Mediation String LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
In the universe of theorists who reflect on the reader's formation in the school, it is common sense the understanding that a reader does not form in a single instant nor by the singular action of a given theory. On the contrary, the reader is always a process in formation that occurs through the integrated action of various theoretical segments that are experienced in the classroom. Within the range of theoretical-methodological procedures that are thought as tools to aid the formation of the reader, we use the French Speech Discourse Analysis which, given its interdisciplinary character, is allied to other areas of knowledge. In this sense, authors like Pêcheux (1997, 2008, 2009), Foucault (1995, 2007, 2008), Orlandi (2006, 2010, 2012), Lerner (2002), Chartier (2002) and Martins (AD), as a reading methodology, could help in the formation of the reader. As for the specific objectives, we have to: a) Evaluate the Reading proposal applied by the teacher to understand the theoretical-methodological particularities of the discursive reading mediation; B) Analyze the result of the discursive reading mediation, from the confrontation between the initial and final questionnaires, to observe the effects of the AD proposal on students' reading gestures .; C) To understand how the classroom, with its dynamics and hierarchical organization, acts in the process of docilization of the subject-student and in the constitution of the governability of the teacher; D) Understand how power relations, and real wills interfere with teacher and student reading gestures. In order to carry out the research, we conducted a discursive mediation of reading with students from the ninth grade of elementary school, from a public school, taking as an object of analysis exemplary cordel literature. The corpus of the research is fragmented into two parts: cordel copies for the investigation of representations of man and woman from the Northeast in the speech of the cord; Transcription of the discursive mediation of reading lived in the classroom. The analysis of the cords was performed so that we could construct the didactic sequence for the discursive reading mediation. The results of this analysis show that the discourse of the cords we select builds a social representation that disparages Northeastern man and woman. Regarding the analysis of the discursive reading mediation, the results show that the DA has, in fact, a contribution to give to the practices of reading in the classroom. The contribution is that it enables the student to work with the discursive dimension of the language. In this work, he will consider, for the construction of reading, the socio-ideological interferences of saying that it is always accompanied by non-sayings that act on the said, sliding the meaning; You will realize that under the evidence of given meaning there are other possible meanings. In addition, by experiencing a discursive reading, the student can see the language in its political dimension, that is, language as a social construct based on real wills that are structured by the action of power. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-22T13:36:18Z 2017-03-24 2018-07-21T00:17:33Z 2018-07-21T00:17:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto. 2017. 256 f. Tese (Doutorado em Letras)-Universidade Federal da Paraíba, João Pessoa, 2017. https://repositorio.ufpb.br/jspui/handle/tede/9293 |
identifier_str_mv |
O método discursivo de leitura no ensino de língua portuguesa: por um leitor da historicidade do texto. 2017. 256 f. Tese (Doutorado em Letras)-Universidade Federal da Paraíba, João Pessoa, 2017. |
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https://repositorio.ufpb.br/jspui/handle/tede/9293 |
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Universidade Federal da Paraíba Brasil Letras Programa de Pós-Graduação em Letras UFPB |
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Universidade Federal da Paraíba Brasil Letras Programa de Pós-Graduação em Letras UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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