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This paper discusses reading based on the basic concepts of French Discourse Analysis (DA), which helps understand how a symbolic object produces meaning. Therefore, we are dealing with a procedure capable of analyzing the historicity present in a language. Following Michel Pêcheux's theory, we try to expose the reader's view on the opacity of a language, text, and discourse. Thus, we presented some examples of analyses showing reading practices based on this theoretical approach. Finally, we propose Discourse Analysis as a relevant theory for guiding primary school teachers. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the Escola Sem Partido Bill (PL 7.180/2014) that is being processed in the Chamber of Deputies since 2014 and whose purpose is to end an alleged ideological indoctrination to which students are presumably subjected to in school. Therefore, we intend to discuss issues such as the existence of Ideology in teaching and what kind of ideology one wants to extinguish with such a project. Aspects that concern the freedom and autonomy of schools, students and teachers, will also be addressed, as well as the way this project would work and its possible implications. The method of analysis applied is the Michel Pêcheux’s French Discourse Analysis (DA), which consists of a theoretical-analytical device and involves three distinct areas: Linguistics, Psychoanalysis, and the Historical Materialism. We intend to elucidate terms belonging to this theory so that we can start with the analysis of the said bill’s text, as well as the discourses of its counterproposals: the Escola Livre bill (PL 6.005/2016) and the Política Nacional de Liberdade para Aprender e Ensinar bill (PL 10.997/2018), in order to verify how these projects that relate to the same theme but have distinct objectives mean in Brazil today. [ABSTRACT FROM AUTHOR]

In this research based on the studies of the Discourse Analysis, we propose to analyze how students from a Language and Literature Course of Universidade Federal do Rio Grande (FURG) move their discourses over the Portuguese language. The corpus has been collected for nine years, always on the first day of class, when they were invited to write about why they chose to study Language and Literature in the University. Through this theme, the ideological issue, the power relations, and the senses effect present therein are observed by triggering three key concepts studied by Ernst (2011): the lack, the excess and the strangeness. Therefore, from the marks left in the discourses of those university students as well as from their identifications with certain discourse formations, gestures of interpretation are mobilized. Such will allow us to analyze the ways of saying and notsaying about/in the language and, ultimately, how the sense effects in those specific discourses are produced. [ABSTRACT FROM AUTHOR]