A cidade do Rio de Janeiro nos livros didáticos Carioca e Rioeduca: uma análise discursiva

Abstract

This research presents the analysis of a set of reading activities proposed in two didactic notebooks produced by the Municipal Education Department of Rio de Janeiro – Caderno Carioca and Rioeduca. The analyzes focus more specifically on activities that include texts in which the city of Rio de Janeiro is part of the theme and the proposal to analyze these activities is based on the following questions that I raise from my teaching practice and reading these textbooks: which would there be the main differences between these two collections with regard to the proposals for reading and interpreting texts? How do each of these books bring texts and activities about the city of Rio de Janeiro? Do reading activities provide different ways of reading by students, in order to promote polysemy? To discuss these issues, I establish the following objectives for the research: analyze the ways of producing meanings about the city of Rio de Janeiro in activities on texts with the city's theme; analyze the formulations of statements produced in reading activities; reflect on the possibilities of polysemic readings based on the way these reading practices are formulated in the activities proposed in the teaching book analyzed. To do so, I take as a basis the theoretical approach of materialist Discourse Analysis proposed by Michel Pêcheux (1969, 1975) in France and developed in Brazil by Eni Orlandi (2007), among other researchers, mobilizing, mainly, the concepts of paraphrase and polysemy (Orlandi, 1998), discursive reading practice (Indursky, 2001), and studies on discourse, school and city (Orlandi, 2004, Pfeiffer, 2003). The general findings of the analysis indicate that the reading activities found in textbooks include exercises that are limited to questions relating to what the text “means”, prioritizing the extraction of information and paraphrastic reading.