School books prefaces and the imaginary on reading: from the marginal datum to the legitimacy of a position for writing

Authors

  • Anderson de Carvalho Pereira Universidade Estadual do Sudoeste da Bahia; Departamento de Estudos Básicos e Instrumentais

DOI:

https://doi.org/10.11606/issn.1980-7686.v6i11p146-168

Keywords:

literacy, school book, discourse, writing

Abstract

This paper aims at investigating the discourse strategies that offer the status of truth to definitions and propositions related to the usages of writing as presented in Brazilian school books for literacy learning in Portuguese. Discursive sequences were analyzed, disclosing ideological processes that conferred the perception of the language as something natural, transparent and instrumental, and reinforced the ideal of a cognitive subject, suppressing the possibilities of interpretation by the subject of the discourse.

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Published

2012-02-01

Issue

Vol. 6 No. 11 (2012)

Section

Fundamentos da Educação e Alfabetização

License

Apenas el trabajo es aceptado por el Consejo y la Comisión Editorial, los autores se comprometen a transferir los derechos de autor para la revista "Acolhendo a Alfabetização nos Países de Língua Portuguesa".

 

 

How to Cite

Pereira, A. de C. (2012). School books prefaces and the imaginary on reading: from the marginal datum to the legitimacy of a position for writing . Acolhendo a Alfabetização Nos Países De Língua Portuguesa, 6(11), 146-168. https://doi.org/10.11606/issn.1980-7686.v6i11p146-168