A discursive view of reading and some considerations about its teaching in elementary schools

Abstract

This article is part of my master’s dissertation, in which I describe a discursive view of reading, focusing on theoretical-practical aspects of its teaching in elementary schools. The theoretical basis of this study comes from the school of French Discourse Analysis, which sees reading as dependent on different gestures of interpretation, related to different subject positions and to specific discursive formations. From there, I discuss the process of teaching-learning reading, with the aim of re-dimentioning its pedagogical practice.