Práticas de leitura no ensino médio: estratégias, táticas e modos de resistência
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Data
2023-03-28
Autores
Ferreira, Ana Estela
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este é um trabalho sobre as artes de fazer (CERTEAU, 1998) no cotidiano escolar e tem como objetivo principal, compreender as relações que se estabelecem entre os estudantes do ensino médio e os materiais didáticos para o componente de Língua Portuguesa, especificamente a partir do contato desses alunos com as atividades elaboradas para o ensino e aprendizagem de leitura e gêneros textuais, em sala de aula. As concepções de leitura, que embasam esta investigação, se encaminham através dos conceitos de apropriação e práticas de leitura, de acordo com as pesquisas de Roger Chartier, bem como o que propõe Michel de Certeau, quando apresenta o ato de ler como uma atividade desconhecida e criadora, feita de associações, deduções, antecipações, criatividades etc. Pesquisas de autores como Pierre Bourdieu, Roland Barthes, Jean Marie Goulemot e Michele Petit contribuem com essa fundamentação da leitura como construção cultural. No entanto, para compreender as tensões desencadeadas entre estudantes e práticas de leitura em sala de aula no ensino médio, foi necessário realizar levantamento de fontes documentais e bibliográficas para investigar as formulações teóricas, políticas e ideológicas que prescrevem como devem ser organizados os processos de ensino e aprendizagem escolares. Assim, foram utilizados os conceitos de estratégias e táticas, também formulados por Michel de Certeau, para refletir sobre essas relações de poder e formas de controle, em contraponto às vivências diárias dos estudantes na escola, quando diante desses materiais. Dessa forma, o conceito de estratégias, ancora as análises das descrições sobre o ensino por competências e habilidades no Brasil, no centro de novos ordenamentos curriculares (BNCC, Reforma do Ensino médio, Currículo Paulista e demais dispositivos), principalmente nos últimos anos, em que mais se tem acentuado processos de direcionamento da educação para uma lógica neoliberal, fruto de intenções mercadológicas; já o conceito de táticas embasa a análise de dados e possibilita o entendimento das maneiras de ler, dos modos de fazer, dos usos dos materiais didáticos e das subversões praticadas por adolescentes durante as aulas de língua portuguesa. Para formular os princípios dessa investigação qualitativa em educação que se aproxima de estudos do tipo etnográfico, foi adotado como recurso metodológico: o inventário do saber, proposto por Charlot (1996) e aplicado aos alunos participantes da pesquisa, com a intenção de identificar pontos significativos para eles em suas histórias escolares; também processos de observação dos comportamentos e interações dos estudantes com os textos, durante a condução da investigação em sala de aula, a partir das atividades propostas nos materiais didáticos Aprender Sempre e Currículo em ação, nas aulas de Língua Portuguesa em que a pesquisadora era também professora, em duas turmas de 1ª série do ensino médio, de uma escola pública do estado de São Paulo. A análise dos dados aponta usos diversos, maneiras de se apropriar ou subverter os produtos e métodos pedagógicos impostos, práticas não passivas, toda uma criatividade cotidiana em busca do sentido dos textos, das representações de si mesmos, ou de formas de sobrevivência em ambiente escolar.
This is a work about the arts of doing (CERTEAU, 1998) in everyday school life and its main objective is to understand the relationships that are established between high school students and didactic materials for the Portuguese Language component, specifically from the contact of these students with activities designed for teaching and learning reading and textual genres in the classroom. The conceptions of reading, which support this investigation, are guided through the concepts of appropriation and reading practices, according to Roger Chartier's researches, as well as what Michel de Certeau proposes, when he presents the act of reading as an unknown and creative activity, made up of associations, deductions, anticipations, creativity, etc. Researches by authors such as Pierre Bourdieu, Roland Barthes, Jean Marie Goulemot and Michele Petit contribute to this foundation of reading as a cultural construction. However, in order to understand the tensions unleashed between students and reading practices in the high school classroom, it was necessary to survey documentary and bibliographic sources to investigate the theoretical, political and ideological formulations that prescribe how teaching processes should be organized and school learning. Thus, the concepts of strategies and tactics, also formulated by Michel de Certeau, were used to reflect on these power relations and forms of control, in contrast to the daily experiences of students at school, when faced with these materials. In this way, the concept of strategies anchors the analyzes of descriptions of teaching based on skills and abilities in Brazil, at the heart of new curricular arrangements (BNCC, Secondary Education Reform, São Paulo Curriculum and other devices), especially in recent years, in that there has been more emphasis on processes of directing education towards a neoliberal logic, the result of marketing intentions; the concept of tactics underlies the data analysis and enables the understanding of the ways of reading, the ways of doing things, the use of didactic materials and the subversions practiced by adolescents during Portuguese language classes. In order to formulate the principles of this qualitative investigation in education, which is similar to ethnographic studies, the following methodological resource was adopted: the knowledge inventory, proposed by Charlot (1996) and applied to the students participating in the research, with the intention of identifying significant points for them in their school stories; also processes of observation of the students' behaviors and interactions with the texts, during the conduction of the investigation in the classroom, from the activities proposed in the didactic materials Aprender Sempre and Currículo em ação, in the Portuguese Language classes in which the researcher was also teacher, in two classes of first grade of high school, of a public school in the state of São Paulo. Data analysis points to different uses, ways of appropriating or subverting imposed pedagogical products and methods, non-passive practices, a whole daily creativity in search of the meaning of texts, representations of themselves, or forms of survival in a school environment.
This is a work about the arts of doing (CERTEAU, 1998) in everyday school life and its main objective is to understand the relationships that are established between high school students and didactic materials for the Portuguese Language component, specifically from the contact of these students with activities designed for teaching and learning reading and textual genres in the classroom. The conceptions of reading, which support this investigation, are guided through the concepts of appropriation and reading practices, according to Roger Chartier's researches, as well as what Michel de Certeau proposes, when he presents the act of reading as an unknown and creative activity, made up of associations, deductions, anticipations, creativity, etc. Researches by authors such as Pierre Bourdieu, Roland Barthes, Jean Marie Goulemot and Michele Petit contribute to this foundation of reading as a cultural construction. However, in order to understand the tensions unleashed between students and reading practices in the high school classroom, it was necessary to survey documentary and bibliographic sources to investigate the theoretical, political and ideological formulations that prescribe how teaching processes should be organized and school learning. Thus, the concepts of strategies and tactics, also formulated by Michel de Certeau, were used to reflect on these power relations and forms of control, in contrast to the daily experiences of students at school, when faced with these materials. In this way, the concept of strategies anchors the analyzes of descriptions of teaching based on skills and abilities in Brazil, at the heart of new curricular arrangements (BNCC, Secondary Education Reform, São Paulo Curriculum and other devices), especially in recent years, in that there has been more emphasis on processes of directing education towards a neoliberal logic, the result of marketing intentions; the concept of tactics underlies the data analysis and enables the understanding of the ways of reading, the ways of doing things, the use of didactic materials and the subversions practiced by adolescents during Portuguese language classes. In order to formulate the principles of this qualitative investigation in education, which is similar to ethnographic studies, the following methodological resource was adopted: the knowledge inventory, proposed by Charlot (1996) and applied to the students participating in the research, with the intention of identifying significant points for them in their school stories; also processes of observation of the students' behaviors and interactions with the texts, during the conduction of the investigation in the classroom, from the activities proposed in the didactic materials Aprender Sempre and Currículo em ação, in the Portuguese Language classes in which the researcher was also teacher, in two classes of first grade of high school, of a public school in the state of São Paulo. Data analysis points to different uses, ways of appropriating or subverting imposed pedagogical products and methods, non-passive practices, a whole daily creativity in search of the meaning of texts, representations of themselves, or forms of survival in a school environment.
Descrição
Palavras-chave
Ensino médio, Práticas de leitura, Estratégias, Táticas, Reading practices, Strategies, Tactics, High school
Como citar
FERREIRA, Ana Estela. Práticas de leitura no ensino médio: estratégias, táticas e modos de resistência. Universidade Estadual Paulista (Unesp), 2023.