Itinerários de leitura na contemporaneidade: pedagogias e práticas leitoras na cultura digital

Abstract

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.