Banca de QUALIFICAÇÃO: EDNEY NUNES DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : EDNEY NUNES DE OLIVEIRA
DATA : 12/12/2022
HORA: 14:00
LOCAL: Web conferência
TÍTULO:

WRITING AND AUTHORSHIP OF TEXT ON THE IMAGINARY BORDERS OF TEXTBOOKS

PALAVRAS-CHAVES:

textbooks; memory; writing; subject; authorship.

PÁGINAS: 125
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Teoria e Análise Lingüística
RESUMO:

This work is part of the research line "Discursive Processes Studies" of the Stricto Sensu Graduate Program in Linguistics of the University of the State of Mato Grosso - UNEMAT. Our goal is to understand discursively through the memory of writing the effect of authorship for/of the subject-student in the practice proposed by textbooks. In this way, we seek to understand the following questions: How does the subject-student mean and is meaning in the process of writing school texts? What are the possible displacements by crossing the restructuring of policies for the teaching of the Portuguese language in relation to the development of authorship? The discussions are based on the theoretical and methodological assumption of Discourse Analysis (DA), initiated by Michel Pêcheux, in France, and having as reference Eni P. Orlandi, in Brazil, articulated to the field of the History of Linguistic Ideas (HLI). Under this bias our corpus is composed of two collections: Contemporary Portuguese: dialogue, reflection and use, Editora Saraiva (2018 to 2020); Portuguese interaction, Editora do Brasil (2021), from which we cut for analysis, the activities of argumentative textual productions, which are usually emphasized in the 3rd year of High School. In the analyses developed, we observe that the activities of writing argumentative texts seek the uniqueness of the senses, by the modes of interpretation, reading and writing, formatted to the technical standards that make it impossible for students to be authors of their speeches. We understand that this practice occurs because the institutionalized discourse tends to the paraphrastic field, in the axis of the predictable, thus, the texts produced remain in common sense. For the discursive perspective, to think about the assumption of authorship is to open spaces for interpretation, to consider that the senses can be others, there is not a single sense, because the language is not transparent. In this direction, in the process of meaning of language, the need for polysemic work in the practice of reading and writing in the classroom, from the early years to high school, to open spaces for the interpretative gesture of the student. In this way, new pedagogical linguistic instruments will not cause changes in teaching, but rather the installation of other processes within the pedagogical discourse that provide conditions for the student to occupy the position of author. One of the possible ways, to provoke reflections so that the teacher also exercises his authorship in the teaching process, only in this way, will enable the student to become the author of his own text. Since the school is an institutionalized space, we continue to resist in giving meaning to the consenting non-sense (PFEIFFER, 2002).

MEMBROS DA BANCA:
Presidente - 55846009 - JOELMA APARECIDA BRESSANIN
Externo ao Programa -
Externo à Instituição - SORAYA MARIA ROMANO PACÍFICO - USP