Political theory of enunciation: clear enigma

Abstract

The difficulties of reading are increasingly evident in the different census evaluations. Thus, the school yearns for reading strategies that allow to modify the current framework of reading skills. The objective of this work is to present the different levels involved in a reading process, through enunciative perspective, and to analyze a proposal of reading comprehension work from the perspective of Argumentative Semantics, more punctually, from the postulates of the Polyphonic Theory of Enunciation. The theoretical basis adopted involves documents prepared and disseminated by the Ministry of Education (MEC) and the National Institute of Studies and Educational Research Anísio Teixeira (INEP), as well as authors such as Ducrot, Barbisan and Azevedo. In the analysis performed, one can perceive the predominance of questions that value extratextual aspects, making it impossible or reducing the conditions of reading comprehension. It is concluded, therefore, that although the reading is at the
center of many discussions about the performance of the students, few are the activities proposed so that the student can develop the capacity of reconstitution of the existing senses in the discourse via linguistic materiality.