O reescrever em contexto escolar: um estudo sobre produÃÃo de textos no Ensino MÃdio

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This thesis aims at describing and to interpreting clues of the process of writing in six texts - two argumentative texts, two letters to the editor and two fantastic narratives -, written in two or three versions. There are sixteen texts altogether produced by two students from the first year of secondary school in the city of Cabo de Santo Agostinho, first term of 2003. Some principles of the Genetic Criticism, the âParadigma IndiciÃrioâ, the Sociointeractionism in Education and the Socio-discoursive Interactionism (Bronckart, 1999) were applied in order to analyse the corpus. The genetic studies offer a new possibility of analysing the text, when searching to explain construction mechanisms, cognitive actions and their phases in the process of creation. The Genetic Criticism focuses the movement, the authorâs choices and preferences. It leads us to understand the writing not only as product of the inspiration, but mainly as result of a sophisticated activity with the language. Moreover, the rough draft gets a status of scientific research. The manuscript, experimentation and storage space, keeps traces of the creative passage and it reverses the concept of text, that passes to be seen as mobile and not linear object. This scientific perspective demands more flexible and ample methods of analysis of the singular data, that is, the tracks that recoup moments where the author demonstrates concern with literal and discoursive aspects of the language: the âParadigma IndiciÃrioâ and the Induction. In other words, hypotheses are presented for unexpected questions, so we can generalise, by the use of inferences. In this perspective, the erasure can be treated as a moment of real rewriting. In this thesis we evidenced that a student, who crossed the text out a lot, made alterations mainly for correction. The other student crossed the text very little in few versions - her alterations had occurred from a version to the other one. She remade passages of the text aiming at the improvement of linguistic style. The students were developing the effective activity of rewriting since the beginning of the school year of 2003. They made significant alterations in their texts, not only in order to clean the text. There was not predominance in the nature of modifications identified throughout the corpus. These modifications vary according to the textual genre written. We concluded that the student, when producing a text, does not limit himself in cleaning his text. He becomes his first reader and expands the expressive resources of the language, trying to solve formal and enunciative problems. He chooses the best solutions and, consequently, improves written abilities. However, the beginners in the activity of writing, because of their difficulties, need the help of an external look, i. e., the teacherâs mediation

ASSUNTO(S)

escrita textos escolares school texts interacionismo sÃciodiscursivo rewriting genetic criticism socio-discoursive interactionism writing crÃtica genÃtica linguistica reescrita

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