A SEMIOTIC AND DISCURSIVE ANALYSIS ABOUT THE READING DISCOURSE IN PORTUGUESE SCHOOLBOOKS: A GLIMPSE INTO THE SCHOOL READING REPRESENTATIONS
DOI:
https://doi.org/10.5433/2237-4876.2010v13n1p139Keywords:
Social representations, Reading, Discourse Analysis.Abstract
This study approaches two Portuguese schoolbooks for what in Brazil is called “Ensino Médio”: Português: Linguagens (2003), by William R.Cereja and Thereza A. C. Magalhães, and Português: de olho no mundo do trabalho (2005), by Ernani Terra and José de Nicola. We analyzed the reading discourse on these schoolbooks in order to apprehend the representations of reading that are part of the school imaginary (through the schoolbooks). To reach our goals, we resorted to the discourse analysis in Pêcheux’s line and also to the methodological framework of the Greimas’ semiotics. In this article, we consider our object to be inside the discursive researches, we present the analysis and we sketch out a view about the reading of the school institution.
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