O GT 10 da ANPED: a leitura em foco
This research, located in the area of education and discourse, analyzes a corpus made up of twelve scientific/research productions, whose thematic approach is that of reading, presented at the 24th/2001 and 25th/2002 GT Literacy, Reading and Writing meetings of ANPED (the National Association of Research in Education). In this context, the general objective of this research is to verify what aspects are being privileged and which are not being approached in research about reading. To accomplish this, a synthesis was made of the revelations that have occurred, among which may be highlighted: a) the revelation that literacy and discursive speech are the conceptions that may be traced back to reading; b) the majority present inter-connections between reading and writing; c) different discursive communities present a significant preoccupation with the figurative constitution of the reader in the act of reading; d) there are two expressive lacunae in theoretical and methodological references about reading: discourse analysis with an Anglo-Saxon origin and a psycho-linguistic focus; e) there has been no inquiry into university professors, directors of qualification courses and students from private schools; f) there is an absence of convergence between sense and de-coding, referring to teaching learned through reading; g) there are no references to cognitive and psychological differences in relation to the learning of reading. Thus, in the second part of this research, using fragments extracted from other research, an attempt was to made to unravel and widen comprehension of different categorizations that have been established, along with their implications in the teaching of reading. This enabled a discussion with various authors who are connected to the researched question; an effort was made to not mix authors, but rather to establish approximations through the principles of the French line of discourse analysis, Mikhail Bakhtim, literacy and education. It was concluded that the sense produced in the discourse of teachers, and also many times in that of students; signal that there have been few innovative experiences in the teaching of the Portuguese language and that the majority of teachers continue to be imprisoned in the traditional and conservative teaching of the language. Teachers and educators reveal modes of teaching and learning that do not present convergence with the new inter-active conception of teaching the Portuguese language and the pedagogical practices present in day-to-day schooling.
Advisor:Ana Maria Netto Machado; Otília Lizete Martins de Oliveira Heinig; Osmar de Souza
School:Universidade Regional de Blumenau
Source Type:Master's Thesis
Date of Publication:12/17/2004