Considerações sobre metodologia interativa aplicada à disciplinas de química orgânica de alguns cursos da UFRN

The aiming of this work is linked to chemical education, focusing organic chemistry classes of Chemical Engineering, Pharmacy and Zootechny graduate courses of the Federal University of Rio Grande do Norte. For that, teaching-learning process related to basic chemical subjects which support the understanding of organic chemistry concepts was evaluated in a research period of two years. The education proposal linked to the theoretical content of the cited classes, pointed out the process of knowledge construction, in which educational commitment as well as dedication in the teaching-learning process was also valued. In that approach several didactic tools were applied, among them scientific articles were used as supplementary studies of the basic organic chemistry concepts and related. The acceptability of students, as well as their motivation, performance and learning process was justified by the data collection of the applied teaching methodology. The acceptability and commitment of the students facing this teaching interactive approach, which transversely contributed to the intellectual maturity growth of the students, as well their professional development, were evidenced by satisfactory obtained results that will be herein discussed

As estratégias de negação variantes no inglês falado: uma comparação com o português

The general aim of this work is to verify the occurence of variant forms of negation in spoken English with the purpose of making a comparative study between the English and the Portuguese languages. As for Portuguese, we used as a matter of reference a study already made on negation. As for English, we analized a corpus of the North American English variant organized by a university in the United States. This study is based on the North American Functional Linguistics theoretical perspective, which considers relevant the study of language used in real situations of communicative interaction. The data analisys proved that there is at least one form of negative variant in spoken English which is not allowed by prescriptive grammar. This phenomenon turns out to be similar to Portuguese, which includes three variant strategies. According to the data obtained, it was possible to verify that the variant strategy used in English, from a contrastive point of view, corresponds to a negative strategy ruled by Portuguese prescriptive grammar. Finally, we discussed about the different conceptions of language, grammar and teaching, giving suggestions to colaborate to a productive and reflexive teaching of first or second language

Sobre formas e processos: projeto de um condomínio de casas a partir de princípios da gramática da forma

With the intention of studying and developing the design process based on a specific methodology, the object of this work is to present the design of a gated condominium community in Natal based on the application of principles of shape grammar, used in their design process. The shape grammar is a design method developed in the 1970s by George Stiny and James Gips. It is used for the analysis of the project as well as for its synthesis, with the goal of creating a "formal vocabulary" through mathematical and/or geometrical operations. Here, the methodology was used in the synthesis of the design process, through the relationship between formal subtractions and the houses’ architectural planning. As a result, five dwellings configurations were proposed, each one different from the other with respect to their shape and architectural programming, distributed in three twin groups, which are repeated until the final total of nine architectural volumes. In addition to studies of the condominium’s ventilation and the buildings’ shading simulations, studies of spatial flexibility and acoustic performance were also performed. The mapping of the design process, one of the specific objectives of the dissertation, was composed not only by the record of formal constraints (the preparation and application of rules), but also by physical, environmental, legal and sustainability aspects in relation to, on one hand, the optimization of the shading and passive ventilation for hot and humid climates, and, on the other hand, the modulation and rationalization of the construction.

Análise textual das representações discursivas no discurso político brasileiro: o discurso da primeira posse da presidenta Dilma Rousseff (1°/01/2011)

Cette recherche décrit la représentation discursive que la présidente Dilma Rousseff fait de soi-même, dans son discours devant le Congrès National, lors de la journée d’investiture, le 1/1/2011. Notre travail se situe dans le domaine théorique et méthodologique de la linguistique du texte et, plus spécialement, dans la perspective de l’Analyse Textuelle des Discours – ATD (ADAM, 2011 [2008a]), qui se définit comme « une théorie de la production co(n)textuelle de sens qui doit se fonder sur l’analyse de textes concrets ». Elle nous fournit la notion théorique et analytique de « représentation discursive », qui se focalise sur la dimension sémantique du texte. Nous nous appuyons, aussi, sur des travaux récents sur les représentations discursives, réalisés dans la recherche brésilienne sur l’ATD (RODRIGUES, PASSEGGI, SILVA NETO, 2010, 2012; RAMOS, 2011; OLIVEIRA, 2013; QUEIROZ, 2013; ZAMBLANO-OLIVEIRA, PASSEGGI, 2013). Les principales opérations sémantiques de construction de la représentation discursive utilisées dans notre travail sont la Référenciation et la Prédication. L’approche méthodologique est, en même temps, qualitative et quantitative, priorisant l’identification des occurrences, ainsi que la description détaillée de leurs valeurs sémantiques et textuelles. Les résultats de la recherche sont de trois ordres : méthodologique, théorique et descriptif-interprétatif. Méthodologique : nous proposons une approche que nous désignons comme « marquage textuel » (ou « mappage textuel ») qui permet de marquer (étiqueter) les valeurs sémantiques des formes linguistiques, permettant leur identification dans le flux textuel, c.-à-d., dans la dimension séquentiellecompositionnelle du texte. Théorique : nous introduisons la notion de « domaines de la représentation discursive » qui organisent et articulent les différents éléments qui composent la représentation discursive de la présidente. Quant aux résultats descriptifsinterprétatifs du discours de l’investiture, ils indiquent que la représentation discursive de la présidente se configure au moyen de différents domaines conceptuels, explicités par les référenciations et les prédications. Ils mettent en relief les désignations et les actions / états, aussi bien de la femme – domaine du genre – que de la présidente – domaine du rôle politique et institutionnel. La présidente se représente explicitement et avec emphase comme l’agent responsable par les actions exprimées par les prédications verbales (verbes d’action), consciente de l’importance de son rôle politique et social. Les prédications nominales signalent clairement une représentation discursive qui englobe les domaines conceptuels politique, moral, éthique, comportemental et émotionnel (forte, accueillante, pionnière, consolidatrice, infatigable, humble, engagée, démocrate, victorieuse et courageuse). Le discours d’investiture réalise, donc, des désignations positives de la présidente, lesquelles se situent dans un temps présent et prospectif – avec des perspectives de futur – comme leader politique du Brésil, avec une participation active dans la transformation du pays, tenant compte aussi de son histoire de vie, sa biographie de luttes. Ainsi, la description empirique et l’interprétation de ce discours particulier contribue à l’analyse textuelle des représentations discursives dans le discours politique brésilien contemporain. Elle soulève, aussi, des questions théoriques et méthodologiques qui nous semblent pertinentes pour le développement de cette aproche.

A (não) assunção da responsabilidade enunciativa em livros didáticos de língua portuguesa dos 4º e 5º anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Parâmetros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004) Rabatel (2004; 2005; 2008; 2009), Guentchéva (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

Resumo de dissertações e teses: a estrutura composicional à luz da Análise Textual dos Discursos

This doctoral dissertationproposes the description, interpretation and analysis of the compositional structure of thesis and dissertation abstracts, with regard to the linguistic mechanisms that evidence text zones of different typological sequences, such as those of the text plan. Along these lines, the research problem was developed from the notion of compositional structure (sequences and text plans), as one of the levels or plans of text analysis, according to the theoretical framework proposed by Jean-Michel Adam (2011a). The main objective of this study was to recognize how the compositional structure, of thesis and dissertation abstracts, is achieved, with respect to text units and the global organization of this text category. The hypothesis posed in this research posits that specific informational text composition categories of abstracts are necessary to process the representation of the original text and the way in which it makes its meaning. Subsequently, this study is based on the theoretical and methodological framework of Text Linguistics (TL) and, above all, Textual Discourse Analysis (TDA), as we endeavor to understand the organizational structure of abstracts from both a linguistic and textual perspective. This structure involves the text plan of abstracts, with respect to their communicative purpose, i.e, the sharing of scientific information in its standard textual form. Thus, the development of this study, from a theoretical and methodological perspective, is based on the theoretical and descriptive premises from TDA (ADAM, 2011a, 2012; PASSEGGI et al., 2010), and also from TL (BEAUGRANDE; DRESSLER, (2012 [1981]); COSERIU; LAMAS (2010); MARCUSCHI, 2009 [1983]; FÁVERO; KOCH, 1994;KOCH, 2006; BENTES, 2004; BENTES; LEITE, 2010), within the field of text studies. The methodology of this study relies on empirical, documental research, which is qualitative, and adopts a descriptive and interpretive approach. From the empirical perspective, our objective is to understand the problems pertaining to the textual composition of abstracts, aiming to elucidate them in light of the theoretical and methodological framework previously mentioned. The corpus of the analysis is comprised of seven abstracts designated for systematic data collection. These texts, written between 2004 and 2011,were selected from Master’s theses and Doctoral dissertations in their electronic version, from the graduate program at the Federal University of Rio Grande do Norte. A thorough review of the literature reveals a clear fluctuation in the terminology of the concept, ‘abstract’. The results of the analysis revealed that the abstracts, which comprise the corpus of analysis in this study, in general, present typological heterogeneity, while the text plan remains fixed. Finally, the new knowledge gained in this research contributes both to the understanding of the compositional structure of abstracts as well as their production.

A escrita no ensino fundamental II: uma análise dos desvios ortográficos e sugestões de estratégias de intervenção

Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Platão. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.

A leitura e a produção textual no ensino fundamental I: uma proposta de como trabalhar com os gêneros textuais

The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students‘ own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.

O slogan empresarial como construção discursiva: uma abordagem cognitivo-funcional

In this paper, we analyze corporate slogans, understanding them as a discursive construction that is, as a pairing of form and function able to unite the notions of textual type and discursive genre. In this way, we developed a qualitative and quantitative analysis, aimed specifically to analyze the formal properties (phonetic, morphological and syntactic) and functional (semantic, pragmatic and discursive) of slogans. Furthermore, we attempted at verifying and quantifying recurring aspects involved in their construction, in order to capture configurational patterns underlying their formation. The data come from slogans collected in products and / or service stores in the metropolitan area of Natal city, Rio Grande do Norte. This research is based on the Cognitive-Functional Linguistics, that conjugates the North American functionalist tradition, represented by researchers as Talmy Givón, Paul Hopper, Joan Bybee, Elizabeth Closs-Traugott, with Cognitive Linguistics, in particular, the chain linked to Construction Grammar, as postulated by Adele Goldberg, William Croft e Jan-Olla Östman, among others. The results ratified the importance of the interface between the formal and functional aspects in the analysis of linguistic uses. These results point to the idea of the slogan as the pairing of form and function on textual / discursive level, in other words, as a discursive construction, constituting as cognitive storage of a scheme / model of textual formation with a specific discursive-pragmatic function.

Operações linguístico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GRÉSILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Grésillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as “concluded”, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.

Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

A responsabilidade enunciativa em artigos científicos de pesquisadores iniciantes e contribuições para o ensino da produção textual na graduação

This thesis investigates materialization strategies of non-assumption of enunciation responsibility and inscription of an authorial voice in scientific articles produced by initial researchers in Linguistics. The specific focus lays on identify, describe and interpret: i) linguistics marks that assign enunciation responsibility; ii) the positions taken by the first speaker-enunciator (L1/E1) in relation to points of view (PoV) imputed to second enunciators (e2); and iii) the linguistic marks that assign the formulation of themselves' PoV. As a practical deployment, it is proposed to discuss how to teach taking into account text discursive strategies regarding to enunciation responsibility and also authorship in academic and scientific texts. Our research corpus is formed by eight scientific essays and they were selected in a renamed Linguistics scientific magazine which is high evaluated by Qualis/CAPES (Brazil Science Agency). The methodology follows the assumptions of a qualitative research, and an it has such an interpretative basis, even though it takes support in a quantitative approach, too. Theoretically, we based this research on Textual Analysis of Speech and linguistics theories about linguistic enunciation area. The results show two kinds of movements in PoV management: imputation and responsibility. In imputation contexts, the most recursive linguistic marks were reported speech, indirect speech, reported speech with “that”, modalization in reported speech (in enunciation with “according to”, “in agreement with”, “for”), beyond that we see certain points of non-coincidences of speech, specifically the non-coincidence of the speech itself. The way those linguistic marks occur in the text point out three kinds of enunciation positions that are assumed by L1/E1 in relation to PoV of e2: agreement, disagreement and a pseudo neutrality. It was clearly recursive the imputation followed by agreement (explicit or not), this perspective puts other’s voices to defend a speech assumed like own authorship. In speech responsibility contexts, we observed such a formulation of inner PoV that results from theoretical findings undertaken by novice researchers (revealing how he/she interpreted concepts of the theory) or arising from their research data, allowing them to express with more autonomy and without reporting to speeches from e2. Based on those data, we can say that, in text by initial researchers, the authorship is strongly built upon PoV and also dependent from others' words (theory and the scholars quoted there), taking into account that many contexts in which we can observe agreement position, PoV formulations with words taken from e2 and assumed as own words by syntactic integration, the comments about what the other says, the absence of explanations and additions, as well as a data analysis that could show agreement with the theory used to support the work. These results allow us to visualize how initial researcher dialogs with the theoretical enunciation sources he or she takes as support and how he/she displays the status of a subject doing a research and positioning himself/herself as a researcher/author in the scientific field. In assuming the reported speech, when quoting, as a resource that allows the enunciation responsibility and also when doing evidence to the positions of speaker-enunciator in relation do reported PoV, this suggests to a textual-discursive treatment of quoting in academic and scientific text, in a context of teaching that gives attention to the development of communication skills of initial researcher and that can contribute to insert and interact students in the scientific field.

A responsabilidade enunciativa em artigos científicos de pesquisadores iniciantes e contribuições para o ensino da produção textual na graduação

This thesis investigates materialization strategies of non-assumption of enunciation responsibility and inscription of an authorial voice in scientific articles produced by initial researchers in Linguistics. The specific focus lays on identify, describe and interpret: i) linguistics marks that assign enunciation responsibility; ii) the positions taken by the first speaker-enunciator (L1/E1) in relation to points of view (PoV) imputed to second enunciators (e2); and iii) the linguistic marks that assign the formulation of themselves' PoV. As a practical deployment, it is proposed to discuss how to teach taking into account text discursive strategies regarding to enunciation responsibility and also authorship in academic and scientific texts. Our research corpus is formed by eight scientific essays and they were selected in a renamed Linguistics scientific magazine which is high evaluated by Qualis/CAPES (Brazil Science Agency). The methodology follows the assumptions of a qualitative research, and an it has such an interpretative basis, even though it takes support in a quantitative approach, too. Theoretically, we based this research on Textual Analysis of Speech and linguistics theories about linguistic enunciation area. The results show two kinds of movements in PoV management: imputation and responsibility. In imputation contexts, the most recursive linguistic marks were reported speech, indirect speech, reported speech with “that”, modalization in reported speech (in enunciation with “according to”, “in agreement with”, “for”), beyond that we see certain points of non-coincidences of speech, specifically the non-coincidence of the speech itself. The way those linguistic marks occur in the text point out three kinds of enunciation positions that are assumed by L1/E1 in relation to PoV of e2: agreement, disagreement and a pseudo neutrality. It was clearly recursive the imputation followed by agreement (explicit or not), this perspective puts other’s voices to defend a speech assumed like own authorship. In speech responsibility contexts, we observed such a formulation of inner PoV that results from theoretical findings undertaken by novice researchers (revealing how he/she interpreted concepts of the theory) or arising from their research data, allowing them to express with more autonomy and without reporting to speeches from e2. Based on those data, we can say that, in text by initial researchers, the authorship is strongly built upon PoV and also dependent from others' words (theory and the scholars quoted there), taking into account that many contexts in which we can observe agreement position, PoV formulations with words taken from e2 and assumed as own words by syntactic integration, the comments about what the other says, the absence of explanations and additions, as well as a data analysis that could show agreement with the theory used to support the work. These results allow us to visualize how initial researcher dialogs with the theoretical enunciation sources he or she takes as support and how he/she displays the status of a subject doing a research and positioning himself/herself as a researcher/author in the scientific field. In assuming the reported speech, when quoting, as a resource that allows the enunciation responsibility and also when doing evidence to the positions of speaker-enunciator in relation do reported PoV, this suggests to a textual-discursive treatment of quoting in academic and scientific text, in a context of teaching that gives attention to the development of communication skills of initial researcher and that can contribute to insert and interact students in the scientific field.

A produção textual no ensino fundamental: processo de retextualização com o gênero memórias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.