出版社：Pontifícia Universidade Católica do Rio de Janeiro
摘要：The objective of this article is to analyze meanings about reading as they are
constructed by learners in the second year of elementary school in the city
school system of Ribeirão Preto –SP. Based on the theory of discourse
analysis from the “French school”, this article seeks to interpret the signs of
how discourse works in reading in the school environment, in order to
observe whether, in the voice of the children, the dominant discourse
understanding about reading can be corroborated, that is, that children do
not enjoy reading and writing or do not know how to read and write, during
the years when they are being taught to read and write.
