Itinerários de leitura na contemporaneidade: pedagogias e práticas leitoras na cultura digital
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Data
2019
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Resumo
This paper addresses reading in the Brazilian contemporary education scenario, starting from
the analysis of didactic-normative discourses and classroom practices related to basic education. The
objective is to verify which reader formation practices are suggested in the Brazilian Ministry of
Education documents that guide curriculum development and teaching practices. Based on Chartier
(1999, 2011, 1988), Bakhtin (1979, 2011), and Rojo (2012), the object was taken in its historical and
discursive perspective and considered the transformations and regularities of contents, strategies,
practices, abilities and expectations of reading learning at school, in view of Brazilian curricular
guidelines (PCN, 1997; BNCC, 2017). Results point that, in this digital culture in which we are
immersed, reading is tied to the perspective of multiliteracy, and its pedagogical praxis is enunciated in
regulations based on text and discourse theories that can be recognized in BNCC, though not directly
stated. It is argued that reader practices in this culture of new communication and information
technologies tend to be more fluid, based not on closed procedures, but on possible itineraries, alluding
to navigation as a metaphor and a way of naming network reading.
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Palavras-chave
Leitura, Ensino, Discurso, Multiletramentos, Reading, Teaching, Speech, Multiliteracies
Citação
BERTOLLI, Sarah Suzane; COSTA, Alexandre Ferreira da; SOUZA, Agostinho Potenciano de. Itinerários de leitura na contemporaneidade: pedagogias e práticas leitoras na cultura digital. Revista Graphos, João Pessoa, v. 21, n. 1, p. 135-158, 2019.