A leitura no documento curricular do território maranhense: uma análise discursiva

Abstract

This research has as object of study the discourse of/about reading in the Curriculum Document of the Maranhão Territory (DCTMA). The DCTMA arises from the movement of (re)formulation of state curricula provided in the Common National Curriculum Base (BNCC) as a means of complementation of common content according to regional and local characteristics. Anchored in the theoretical methodological device the materialist Discourse Analysis makes use of the notions of discursive memory, subject-form (PÊCHEUX, [1975] 2009) and subject-reader (ORLANDI, 2012; 1987) thinking the forms of signification of reality, the possible meanings, the relationships that link the historical, ideological and political, in dialogue with a decolonial perspective (FRANÇA, 2018) and with the field of Critical Education (FREIRE, [1975] 2005). We aim to analyze the discourse of/about reading in the Curriculum Document of the Maranhão Territory (DCTMA). For this, we constituted a corpus composed of 16 discursive sequences (SD) formulated from clippings of the Reading axis, the introductory text and skills of the Portuguese Language component and also a video that integrates the set of materials intended for the BNCC implementation process related to the teaching-learning of reading. We question: How does the discourse about reading work in the Maranhão Territory Curriculum Document? And as specific objectives: to identify the discursive operation of reading in the Curriculum Document of the Maranhense Territory and verify the changes and permanences of the discourse on reading in the Curriculum Document of the Maranhense Territory. Throughout the paper, reading is discussed in a discursive perspective, and the modes of signification of reading in relation to teaching is analyzed as the proposal of a new concept that updates the relations between reading/interpreting. The displacement about the production of meanings in the Curricular Document of the Maranhense territory allows, from the initial question about the meanings of reading in the discourse of documents that regulate the teaching of Portuguese Language in Brazil, to arrive by the analysis and theoretical approach to a theoretical/political question that is formulated in another way, touching, thus, the question of the production of knowledge: the tension between knowing how to interpret/being able to interpret.