Leitura numa perspectiva discursiva: uma possibilidade de construção de sentidos nos entremeios das memórias de alunos da EJA em Portel-Pará

Abstract

This research is composed of studies about the practice of reading in the discursive understanding in a 4th cycle Education for the Youth and Grown-ups class (EJA) in a town school, in Portel city, Pará. It is discussed about the difficulty of students to perform text readings that indicate the multiplicity of meanings, which often results in the institutionalization of a discourse that EJA students “do not know how” to read or write. In the search to break with these speeches that are spread in schools, and that end up being replicated by the students themselves, we carried out the present research-action with qualitative analysis of the data, based above all in the French Discourse Analysis theory. It is based on the conceptions of Foucault (1987, 1996), Pêcheux (1995), Orlandi (1993, 1996, 2012, 2015), Fernandes (2008), Cunha (2011), among others. It is started from the hypothesis that a work with the reading of reports of EJA students' memories, in a discursive understanding, can enable students to read focused on the multiple meanings of the text, considering the socio-historical aspects and, also, further the appreciation of texts composed by the students, often considered at school as “meaningless” texts. Our general goal is to understand the discourse as a constitutive and constituted by the subject-students and, thus, to determine the composition of meanings of the texts, in order to think about the power relations that appear between the knowledge brought by the school and the knowledge found in the statements of the subject-students of EJA, hence we seek possibilities for a practice of multiple reading that values the knowledge brought by students. Therefore, a study was carried out with the reading of reports from EJA students' memories, in a discursive understanding, having as object the texts composed by the students of a 4th cycle class and read by another one, in the same cycle, in the same school where the research was carried out. Firstly, we propose a diagnostic activity to analyze the process of creating meanings, that is, the reading performed by the researched individuals when reading reports from other students' memories. Based on the analyzes results, in which we found that reading focused on repetition of the explicit meanings in the text, we conducted five reading workshops whose goal was to provide the subject-students with access to other important knowledge so that they could read with different possibilities of meaning, that is, of a predictable transparency of language. In analyzing the corpus, we considered some categories of analysis: statement, discourse, subject, identity, memory and discursive formation. From the analysis of data collected after the intervention, we found that most of the subject-students created a greater connection between reading and their socio-historical context, leaving paraphrase and pointing towards a reading in which the meanings are multiplied, which we can call a polysemic reading.