Resumen

AZEVEDO, Tânia Maris de  y  MOURINO MOSQUERA, Juan José. Reading by "seeing" voices: Polyphony in discourse. Educação. UNISINOS [online]. 2014, vol.18, n.3, pp.249-257. ISSN 2177-6210.  https://doi.org/10.4013/edu.2014.183.04.

Thinking about reading does necessarily imply thinking about the construction/production of meaning through the reader/text interlocution; it equally presupposes considering that meaning is not constructed based solely on what is explicitly stated in the text, but also (and, many times, mainly) on what is suggested, what is implied in the text. By considering so, we are led to reflect not only on reading as an object of learning in Elementary School but also (and even primarily) as a skill that should be constantly developed by all and any knowing subjects, more specifically, by those whose job is to teach reading, that is, the teachers themselves. Thus, the goal of this article is to present and exemplify, through the analysis of an excerpt from the PCN's (Brazilian National Curriculum Guidelines) introductory document, the polyphonic concept of meaning proposed by the Theory of Argumentation in Language which has been developed by the French semanticists Oswald Ducrot and Marion Carel. We believe that polyphony can significantly contribute to qualify reading in any schooling stage or continuing education program.

Palabras clave : Teacher's Reading; Linguistic Polyphony; Meaning of Discourse; Brazilian National Curriculum Guidelines.

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