Práticas de leitura no contexto acadêmico: a constituição histórica do sujeito-leitor e dos sentidos

This article discusses the reading practices in academic contexts with a focus on the characterization of ways of reading in the networking and its effects on the formation of university subject-reader. More specifically, we seek to understand the historical development of the subject-readers and senses from “said” (stabilized by electronic resources) and “understood” (the possible discourses) pathways in read/write performed by university students. Based on the theoretical perspectives of Discourse Analysis of the French line and Literacy Studies, interpret the material – produced in a university extension course on reading and cyberspace – in order to contribute to a discussion on the inscription the subject-reader in the networks reading and in the networks of the (in)formacion contemporary, and also to the question of literacies in shaping the current and future teacher.