O imaginário de sujeito - aluno - leitor na Base Nacional Comum Curricular (BNCC): um olhar discursivo

Abstract

The present study has as its main purpose to analyze the imaginary(s) of the subject-student-reader, which circulates in the skills and reading practices in language from the Portuguese language curriculum component for the final years of elementary school in the Common National Curricular Base (BNCC, 2018). It begins with considerations about the reading process in the light of the French Discourse Analysis, in dialogue with the History of Linguistic Ideas, with reference to Orlandi (1983, 1994, 2001, 2007). The two reading methods for understanding and interpreting a text, proposed by Orlandi (1987), are as follows: paraphrastic and polysemic reading, both of which are mobilized for the development of the analysis gesture. Based on these theoretical assumptions, the presence of two imaginaries that underlie the skills is evident: identifier-student-reader subject focused on paraphrastic reading and analyst-student-reader subject centered on polysemic reading. Thus, it can be concluded that the BNCC skills present different imaginaries of the student-reader subject, and consequently, different reading modes that indicate a reading path, intertwined and not exclusive in the formation of readers.