A leitura dos/nos documentos oficiais do curso de letras da UFAC
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Data
2019-04-15
Autores
Pereira, Ceildes da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa, propomos analisar, a partir dos pressupostos teórico-metodológicos da Análise do Discurso de linha francesa (AD) e dos Novos Estudos do Letramento (NEL), os discursos sobre leitura que emergem dos Planos de Curso de Letras/Português da Universidade Federal do Acre (UFAC). De modo geral, temos o objetivo de entender como as noções de leitura são discursivizadas nesses documentos oficiais que compreendem as décadas de 70, 80, 90 e 2000. De modo específico, buscamos: (i) analisar o modo como os fatores ideológicos e institucionais regulam as possiblidades de leitura dos/nos Planos de Curso; (ii) mostrar as formações imaginárias que atravessam esses documentos; (iii) investigar os efeitos da discursivização sobre leitura e sujeito-leitor dos/nos documentos. Partimos do pressuposto de que a universidade, desde a sua fundação, vem atuando, majoritariamente, sob a égide do letramento autônomo, restringindo, dessa forma, o modo de compreender a leitura. Nossa hipótese de pesquisa é a de que o discurso o qual veicula na referida instituição, de forma geral, provém de práticas leitoras baseadas em habilidades de estudo, promovendo um cerceamento do sujeito-leitor e conferindo pouca ou nenhuma atenção ao letramento em seu sentido amplo. A pergunta que orienta a presente pesquisa é: em que medida houve deslocamentos nos discursos sobre leitura que emergem dos/nos Planos de Curso desde a década de 70? Os resultados apontam, de forma geral, que: (i) os documentos os quais regem o Curso de Letras/Português da UFAC sofreram alguns deslocamentos em sua base curricular, no decorrer das décadas, mas ainda sustentam, em sua maioria, uma concepção de leitura que não abarca o letramento em seu sentido amplo; consideram apenas, um modelo de leitura e de sujeito-leitor idealizado como único, portanto, homogeneizante, que limita o universo da leitura, reduzindo- ao texto verbal impresso e aos clássicos; (ii) os documentos estruturam-se, no geral, a partir do letramento autônomo, na medida em que priorizam os modelos de letramento inerentes à ideologia dominante, não levando em conta outras práticas de leitura, e, limitando, portanto, essa possibilidade. Apesar de os documentos mais atuais (2015-2018) apontarem para um deslocamento em relação à concepção de leitura, vista a partir de uma noção mais abrangente de linguagem e, por conseguinte, de práticas leitoras, (iii) os efeitos de sentido, que decorrem das práticas com leitura na universidade, são resultados não só dos deslocamentos de base teórico-metodológicas na grade curricular do Curso de Letras/Português, mas do que se veicula sobre leitura nas várias instâncias sociais.
The aim of this research is to analyze the discourses on reading that emerge from the Curriculums of the Federal University of Acre (UFAC) based on the theoretical and methodological assumptions of the French Discourse Analysis (FDA) and the New Literacy Studies (NLS). In general, we aim to understand how the notions of reading are discursivized in these official documents, which comprise the decades of 70, 80, 90 and 2000. We specifically aim to: (i) analyze how ideological and institutional factors regulate the reading possibilities of the Curriculums; (ii) show the imaginary formations that are present in these documents; (iii) investigate the effects of the discursivization on reading and reader of/in the documents. We start from the assumption that the university has been acting mainly under the aegis of autonomous literacy since its foundation, thus restricting the way of understanding reading. Our research hypothesis is that the discourse conveyed in the institution usually comes from reading practices based on study skills, which limits the subject reader and gives little or no attention to literacy in its broad sense. The question that guides this research is: to what extent were there displacements in the discourses on reading that have emerged from the Curriculums since the 70's? The results indicate that: (i) the documents that govern the UFAC Language and Literature Course have undergone some displacements in their curriculum over the decades, but they still consider, for the most part, a conception of reading that does not embrace literacy in its broad sense, by considering only one model of reading and subject reader idealized as unique, therefore, homogenizing, which limits the universe of reading and reduces it to printed verbal texts and the classics; (ii) the documents are structured, in general, based on autonomous literacy, insofar as they prioritize the literacy models that are inherent in the dominant ideology, ignoring other reading practices, and thus limiting this possibility. Although the most current documents (2015-2018) point to a displacement in the conception of reading, seen from a broader notion of language and therefore from reading practices; (iii) the effects of meaning, which derive from reading practices in the university, result not only from the theoretical-methodological displacements in the curriculum of the Language and Literature Course, but also from what is conveyed about reading in various social contexts.
The aim of this research is to analyze the discourses on reading that emerge from the Curriculums of the Federal University of Acre (UFAC) based on the theoretical and methodological assumptions of the French Discourse Analysis (FDA) and the New Literacy Studies (NLS). In general, we aim to understand how the notions of reading are discursivized in these official documents, which comprise the decades of 70, 80, 90 and 2000. We specifically aim to: (i) analyze how ideological and institutional factors regulate the reading possibilities of the Curriculums; (ii) show the imaginary formations that are present in these documents; (iii) investigate the effects of the discursivization on reading and reader of/in the documents. We start from the assumption that the university has been acting mainly under the aegis of autonomous literacy since its foundation, thus restricting the way of understanding reading. Our research hypothesis is that the discourse conveyed in the institution usually comes from reading practices based on study skills, which limits the subject reader and gives little or no attention to literacy in its broad sense. The question that guides this research is: to what extent were there displacements in the discourses on reading that have emerged from the Curriculums since the 70's? The results indicate that: (i) the documents that govern the UFAC Language and Literature Course have undergone some displacements in their curriculum over the decades, but they still consider, for the most part, a conception of reading that does not embrace literacy in its broad sense, by considering only one model of reading and subject reader idealized as unique, therefore, homogenizing, which limits the universe of reading and reduces it to printed verbal texts and the classics; (ii) the documents are structured, in general, based on autonomous literacy, insofar as they prioritize the literacy models that are inherent in the dominant ideology, ignoring other reading practices, and thus limiting this possibility. Although the most current documents (2015-2018) point to a displacement in the conception of reading, seen from a broader notion of language and therefore from reading practices; (iii) the effects of meaning, which derive from reading practices in the university, result not only from the theoretical-methodological displacements in the curriculum of the Language and Literature Course, but also from what is conveyed about reading in various social contexts.
Descrição
Palavras-chave
Discurso, Leitura, Leitor, Curso de letras UFAC, Discourse, Reading, Reader, UFAC language and literature course