A dimensão político-pedagógica da “comunicação sem equívocos” frente aos desafios da escola para todos: novos lugares interpretativos para a prática docente

• Autor(a) principal: Tfouni, Leda Verdiani
• Data de Publicação: 2011
• Outros Autores: Martha-Toneto, Diana Junkes Bueno [UNESP], Adorni, Alessandra
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.rle.ucpel.tche.br/index.php/rle/article/view/34; http://hdl.handle.net/11449/122367
• topic: Letramento; escrita no Ensino Fundamental; Análise do Discurso; Literacy; writing in basic education; discourse analysis

The aim of this paper is to present some considerations on discursive positions that challenge the textual production of a student from Cycle II Elementary School. We intend to show how a biased reading of the student’s text might not observe significant textual features and disregard the student’s level of literacy, thus ignoring the insertion of this writing in a socio-historical context. Such an approach, while defined by ideology, is determined by the pedagogical discourse that focuses on formal patterns of language, which prevents the teacher from identifying rich and interesting linguistic and textual procedures in the text in question, indicative of the student's literacy and his/her potential for authorship. This reading mostly denies the efforts that have been made to reverse the exclusion of public schools students, weakening the idealist discourse that claims for a “school for everybody”.