Of the text without sense to the production of senses: a reading experience in the education of youths and adults

• Autor(a) principal: Rosa, Patricia Vargas da
• Data de Publicação: 2007
• Outros Autores: Cruz, Lílian Rodrigues da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Signo (Santa Cruz do Sul. Online)
• Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/74
• topic: Leitura. Interpretação. Inferências. Educação de Jovens e Adultos.

The reading can be considered an interpretation process or translation, if we adopt the theoretical approach that conceives the translation as interpretative process inside of the language (GALLI, 2005). Our objective is to contemplate about a inside of the language translation while activity accomplished by all readers determined in translating and/or to interpret the possible senses of a text. For such, the first author invented a small text entitled "Os Flanelmos". This presents a common text structure, typically school, however without meaning, in the measure in that the words used as subjects, verbs and complements don't exist in the Portuguese language (neither in another language). The text was introduced a group of students' of Education of Youths and Adults (EJA), together with four subjects referring to the text, also without sense, but with compatible text structure with the text. The first point to highlight is that the students answered the subjects without larger difficulties, although they have not understood the sense of the text. It is known, however, that the school practices returned to the reading in EJA, many times, it tend more to the reproduction than to the reflection about the reading. Like this, not always the creative dimension of the interpretation is valued. Since this experience was evidenced the preponderant paper of the inferences in this processes of interpretation and/or translation, because the students attributed different senses to the history, although some regularities have stayed in the interpretations. We mention for the need of the school to conceive the reading as the subject-reader's interpretative and creative action and not merely reproductive of an only sense and pré-established for the presentation textual.