Uma análise da concepção de leitura no PNLD e o funcionamento discursivo de livros didáticos atuais

Abstract

This work aims to investigate, from the point of view of french Discourse Analysis, how the definition of reading is built on the Textbook National Plan Textbook (PNLD), as well as verify if the available reading processes in textbooks which are analyzed by this plan contribute to the assumption of authorship of the subjects-students. For this, besides 2014 PNLD Guide, two textbooks will be analyzed. The first is called "Teláris Project - Portuguese, 6th year," which is recommended by the Guide PNLD 2014; and the second is called "dialogue: portuguese, 9th year," recommended in the guide PNLD 2011, which still being used in the region of Bagé. In the analyzes, we start from discursive sequences drawn from the 2011 and 2014 guidelines, "Chapter 6 - report" of the teaching book Teláris Project and the "Module 5 - Depends on us" of the textbook Dialogue. From the analysis, we observed that PNLD guide brings the concept of reading grounded in the notion of "proficiency". This notion implies that the subject-reader does not practice reading in all its language activities through interpretation when he says that it is through the textbook that the reader will develop strategies and reading skills, but the discourse analysis teaches us that the subject is not devoid of this "skill", as he is constantly producing meaning through processes of reading / interpretation. In the analysis of this mentioned textbooks, we observed that there is an attempt to overcome the reductionist view of reading approached by PNLD guide through the use of genres, though the reading process fails to develop with fullness in order to promote authorship in both textbooks.