A leitura da palavra literária como espaço para a palavra outra: um olhar para as possibilidades de construção de sentidos

Abstract

Literary reading is present in the early scholar years. Know how it is presented it is essential that this reading makes possible the construction of meaning in the lives of students. We developed this study anchored in the theoretical assumptions of Mikhail Bakhtin, with regard to the concepts of language, and in proposed ways by João Wanderley Geraldi, especially with regard to reading practices. We used as a dataset lesson plans for the early scholar years which are published on the MEC portal between the years 2010 and 2014. Analyzing these plans we auscultated the meeting of voices that build different possibilities and ways to literary reading, which now make it possible the build of meanings by the students, now reproduce the 17 mandatory reading for assignment note and fill reading chips. We note with this study that on the proposals analyzed prevail the literary reading paths that link the student to a form of pre-defined reading or works that will be delivered and evaluated. Through the analysis we seek to listen in reading practices proposed possibilities for students to say their word, another word, but we realized that intentionality of these plans always in tension with the reproduction paths of ready knowledge, which does not prove or allow the construction of other senses in elementary education.