THE FORMATION OF THE READER: BETWEEN IMPOSITIONS AND FREEDOMS

In this article, we intend to focus on the theme of reading and the formation of reader, already so saturated universe of discourse, prioritizing the reader's perspective and their reading stories inside and outside school. To realize this goal, we will analyze reports of reading students letters course of Federal University of Paraíba. Data were collected from a textual production, in which the students should make an account of their stories reading, requested for the period 2013.1 The teacher of Reading and Textual Production I discipline, offered in the first sentence of that course. We aimed to analyze concepts, functions and values assigned to the reading underlying the speeches of these readers. As theoretical and methodological basis for the analysis of data, this work is guided mainly by authors who think of reading as a social and cultural practice - like Certeau (1994), Chartier (1999a, 1999b, 2009) Abreu (1999), Sousa (2009, 2011 and 2014). In this perspective, the reader is a figure that oscillates between what the institutions determine and actual read operations that denounce the existence of an action which does not overlies the passivity. The analysis showed that the training of reader walks between freedom of choice of reading objects and obligations mainly established within the school institution. Also, we realize that the lector assigns different values and functions to read, due mainly to the mode from which it appropriates reading objects.KEYWORDS: Reading. reading history. Formation of the reader. 

THE CONSTITUTION OF THE TEACHER ALFABETIZADOR: THE TEXT BOOK AND THE GRAMMAR IN THE TEACHING OF THE WRITTEN MOTHER TONGUE

This text presents the interlocution that literacy teachers maintain with didactic textbook and traditional/normative grammar, and how these books become constitutive elements – the Others – of these teachers and theirs mother tongue teaching practices. The analysis focuses on teachers statements/enunciation and is based on Bakhtin's circle concepts, especially in the categories of statement/enunciation, dialogism and otherness. The cited elements appears updated in teachers enunciations and signalize a permanent tom in their practices, as a result of the cultural tradition in grammar teaching and the legitimate use of the didactic textbook