Uma reflexão sobre a prática de leitura na escola: Análise de atividades de compreensão e interpretação voltadas ao 4º e 5º ano do Ensino Fundamental

Abstract

This work is based on discussions guided by the theoretical perspective of French Discourse Analysis (henceforth DA), taking reading in the early years as the subject of investigation. This theme is driven by the objective of analyzing reading practices in schools. To achieve this goal, four stages were outlined: 1) to understand the concept of reading from French DA; 2) to reflect on the subject-reader in the school space; 3) to problematize the Base Nacional Comum Curricular (BNCC); and 4) to analyze reading activities aimed at 4th and 5th grade classes. As a theoretical-methodological contribution, used as a basis the studies of Pêcheux (1995; 2014; 2015), Orlandi (1996; 1998; 2001; 2007; 2012; 2017), Pfeiffer (1998; 2018), Cassano (2003; 2011), Indursky (1998; 2019), and Leandro-Ferreira (2003; 2020), mainly. The discursive material analyzed was: a) two activities from the 4th grade textbook in the collection Projeto TEMA: tempo de mais aprender: letramento e alfabetização linguística (Macambira; Freitas, 2019), and b) three activities from the 5th grade textbook in the same collection, in the municipality of Toledo (PR), in Portuguese language classes. The analysis is based on the activities in the “Interagindo com Gêneros” section, aimed at helping students work on oral reading, comprehension, fluency, and different genres. Analyzing reading practices such as these that are being proposed in the classroom provides a glimpse of how students are interacting with discourses, in their multiplicity of meanings, and being formed as readers at school. Thus, the research problematized the sense of thinking of the school as a place to experience the construction of meanings, in this case, to expose students to situations of saying as readers of different materialities. As a result of the work, it was understood that there was a need to highlight how this theoretical approach can provoke Portuguese language teachers to trace other paths in their practice, outside the purely grammatical tradition and beyond the conceptions of language as a mere instrument of communication established in the textbooks.