A voz dos muros em uma análise discursiva: a pichação como ferramenta pedagógica para o desenvolvimento da leitura

Abstract

This work aims to search for actions that provide support in effective way to the formation of the subject-reader. It presents the development, application and analysis of a pedagogical intervention proposal for the reflection in teaching and learning of reading and writing in the final year of basic education in Youth and Adult Education course. Based on the theoretical contribution of the studies of French Speech Discourse Analysis, the proposal develops a set of activities linked to the reading actions experienced in the Volta Redonda/RJ urban area, where the research on discoursive genre graffiti took place, and, to register these readings, were reported commentaries to publication in the group collective blog. The selected genre aims to contribute to the growth of the classroom reading possibilities, frequently, limited to didactic guides and distanced from student's everyday life, as the discussed local set of problems theme intends to encourage the exercise of citizenship in a critical and effective social practice. Therefore, the work is based on a qualitative nature methodology referred by Bortoni-Ricardo (2008), along the lines of action research, according to Barbier (2002). The theoretical support is based on Discourse Analysis with Pêcheux (1995), Orlandi (2001, 2009, 2012, 2015, 2017), Brandão (2004), Indursky (2007, 2010, 2017) and Lagazzi-Rodrigues (2017) contributions. Added to Bakthin (2016) and the political pedagogical analysis of FREIRE (1982), concerning to the discourse gender study. To results analysis, the interpretative gestures found at the report of the five stages of the realized activities were observed, to understand the ways of sense producing and to increase the discursive skills at the text study.