Léxico e leitura em dois tempos de produção de um mesmo texto escrito: as fábulas em discussão

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This Paper approaches textual-discursive production processes under the light of significant reading: the one that demobilizes<=>remobilizes the contents of cultural repertoires by socio<=>cognitive<=>interactive actions, whereby linearity limits of product text are broken and it is transformed into a process-text. The theoretical fundaments that permitted the development of the subject are those qualified by principles of Textual Linguistics and, in an interface with those of Lexicology, allowed for the construction of a theoretical methodological chart to treat the act of textualization. It was claimed that the act of reading printed text is based on the strategic use of interpretative repertoires, whereby product-text words are inter-animated by the dialog set in the present time of the reading act, remitting to long-term knowledge (shared knowledge) and short-term knowledge (prior knowledge). Thus, the new information processed by the reading act and intermingled as a result of the variables of the situation-context model and the communicative-action plan proposed by the author to interact with his readers, imply the production of new representations and, necessarily, the vocabulary re-semantization of the text selected by the producer author to designate the ordering of the reference systems textualized by a given thematic focus, in semantic progression. It was evidenced that a same type of text - fiction written by Esopo and rewritten by Lobato - formalizes distinct discursive practices, since they are written within different social-cognition landmarks. This is about histories that are similar in relation to the moral principles that govern the cultural covenants of community life; but are different as regards the agreements that govern life in the sphere of social hierarchies, whereby men are distinguished from each- other. It was concluded, according to the general purpose - to discover means that could favor the transformation of the student into an efficient reader, so as to contribute with the re-contextualization of teaching practices of teaching-learning Portuguese language - that: a) building such proficiency is inseparable from the principles that govern social contracts; b) such contracts are not qualified only by agreements that guide the production and consumption system of material goods market of the capital, always distributed in an unequal manner, c) writing is a materialized, but also materializable good, as long as such materiality refers to the production of knowledge in the world: immaterial goods of social-historical-cultural nature, the tangibility of which is assured by the use of lexical-grammatical forms. Therefore, the commitment of the educator with the acquisition and use of the reference systems inscribed in the materiality of sounds and letters, which one can access only through the learning of significant reading, is beyond capital goods controlled by the State power. It is in such a dimension that the written language is material for children or youngsters: when word starts to remit to such reference systems, so as to widen its comprehension in the life world, making them people who construct themselves by each other, within the socialization spaces, by parameters of the esthetics of human rationality which goes beyond the logic of reasoning. L Keywords: Significant reading, vocabulary re-semantization, cultural repertoires, citizenship

ASSUNTO(S)

cidadania lingua portuguesa citizenship vocabulary re-semantization repertórios culturais ressemantização vocabular cultural repertoires significant reading leitura significativa

ACESSO AO ARTIGO

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