Navegando por Autor "Lima, Raquel Amaral"

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    Um olhar discursivo-dialógico sobre a matriz de referência do SAEB e da prova Brasil
    (Universidade Federal de Goiás, 2015-05-21) Lima, Raquel Amaral; Ribeiro, Erislane Rodrigues; http://lattes.cnpq.br/4454224820496125; Ribeiro, Erislane Rodrigues; Stafuzza, Grenissa Bonvino; Guariglia, Rinaldo
    This research aims to analyze discourses on reading, based the concept of discourse of the French Discourse Analysis and the notion of dialogism of the Bakhtin Circle, establishing a theoretical dialogue. To that end, we analyzed five Portuguese Language Reference Matrices from 1995, 1997, 1999, 2001, and 2011. Through their linguistic materiality, we observe their prevailing discourses about reading, since we assume that there is interdiscourse, there are discourses about reading and not only one discourse. Eight questions posted on Inep‘s website are also part of the corpus.There is no specification aboutwhen these questions were given; they are examples of how each descriptor is evaluated in the test. By identifying the different discourses on reading present in the matrices and the questions, we interpret the effects of meaning on reading produced by these documents. To develop the subject, we followed the theory and method of French Discourse Analysis, with contributions from concepts and notions developed by Bakhtin Circle, such as as the ―direction‖ and ―dialogism‖. The main concepts we use in our analysis are speech, subject, effects of meaning and discursive formation, developed by Pêcheux (1969), and dialogism,by Bakhtin. Through the analysis of linguistic materiality collected from the corpus, we realize that interdiscourse is present in all the statements we analyzed, as there are no closed or homogeneousdiscursive formations, and in all of them there is a resumption of the already-said about reading. This time there is the predominance of a discursive formation, sometimes another, but never a single one. We conclude that the discourses on reading are related to the individuals and their notion of what a good reader is, and what reading is, from their standpoint in certain discursive formations.