A concepção de leitura na revista Educação: Uma abordagem a partir da perspectiva dialógica da linguagem e de Bakhtin professor

Abstract

The present research aims to verify the conception of reading and the conception of teaching reading that the magazine Educação promotes in its publications. To achieve this major goal, we mapped out in that magazine, here considered a materiality of analysis, reports that address the theme of reading, as well as its teaching. Having done this, we chose three reports: the first one from the year 2015, "Para gostar de ler", authored by Débora Rubin and Cláudia Jordão; the second one from the year 2017 "Difusão do hábito de leitura e índices de proficiência continuam a ser grave problema no país", without authorship; and the last one from 2019 "Para gostar de ler", by Gabriel Perissé. To ground our study, we have structured this dissertation in three chapters, in which in the first one we present a bibliographical survey regarding the theories of Bakhtin's Circle, approaching concepts that enable the analysis of the materiality such as: dialogue, utterance, discourse genres (BAKHTIN, 2011; BAKHTIN, 2016; VOLÓCHINOV, 2018) and in particular to a theoretical-practical reflection based on Bakhtin professor (2013). The second chapter is dedicated to the issue of reading in education and society, based on researchers who deal with the theme, such as Machado (2011), Chartier (1999), Rojo (2015); still, we work with the conception of reading and teaching from a dialogical perspective, according to Geraldi (2011). In the third chapter, we focus on finding in the selected reports the meanings that can be produced from this materiality, considering the dialectical-dialogical method, which presupposes the interaction between researcher-corpus-theory from the analysis of the statements in collation method, as proposed by Bakhtin (2011). Finally, we observed through the analysis of the articles published in the magazine Educação, the issue of reading based on common sense and restricted to the verbal, disregarding the advance of the studies on reading and its teaching that brings together a wide range of semiotic modalities (texts, images, sounds, audiovisualities, in short, everything that is produced, circulates, and participates in human and concrete life) for the construction of meaning by the reader.