O discurso pedagógico da leitura: o visível e o dizível

Resumo

This article aims to describe the pedagogical discourse reading, opposing the visible and the speakable in relation to educational treatment of reading in school, based on the official documents that guide the teaching practice, including the National Curriculum Parameters (PCNs) Portuguese Language (LP) and the National Textbook Program (PNLD). Will be problematized visibility notions and dizibilidade within the combat context, understood as essential relationship of ideas, by analyzing the contradiction of a statement, which refers to the pedagogical discourse, present in the manifestation of protest that became known as "anti- Dilma", held on 15 March 2015. the theoretical foundation of this work will include the Archaeology of Knowledge Foucault (2014), the ideas of Deleuze (2005) and Veyne (2014), the concept of literary literacy Soares (1998), the pedagogy of autonomy and appreciation of reading Freire (1996), as well as the analysis of Rojo (2000), concerning the practice of language in the classroom, in their didactic transposition work of NCPs.

Descrição

Palavras-chave

Discurso, Foucault, Leitura, Escola, Speech, Foucault, Reading, School

Citação

GONCALVES, Sarah Suzane Bertolli; COSTA, Alexandre Ferreira da. O discurso pedagógico da leitura: o visível e o dizível. Via Litterae, Anápolis, v. 8, n. 2, p. 243-266, jul./dez. 2016.