"Quem sou eu?": uma (re)construção do sujeito por meio da narrativa autobiográfica - proposta didática com um olhar nas interações em sala de aula

As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.

Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

O Gênero requerimento na perspectiva sociorretórica: análise da produção de graduandos no ambiente acadêmico-administrativo da UFRN

In administrative settings of public institutions, many activities are conducted through writing practices. Concerning this, writing is always connected to an activity we intend to perform. Among those practices, the genre request consists of an instrument through which the requirer addresses to an institution in order to request something under the support of legislation. Considering our work experience in a public institution of higher education, we elected - as object of our research - the genre request produced by undergraduates within the administrative domain of the Federal University of Rio Grande do Norte (UFRN) due to its importance in this context. For this, the theoretical framework adopted refers to the socio-rethorical conception of genre studies, which understands the genre as forms as rhetorically typified action (MILLER, 2009a; SWALES, 1990; BAZERMAN, 2009). Regarding methodology, it is a research associated to a qualitative approach (BODGAN; BIKLEN, 1994; CHIZZOTTI, 2010) whose discussion inserts into the field of Applied Linguistics. The data were generated from samples of requests and their users replies in questionnaires, interviews and verbal protocols of writing. The data analysis is based on the ethnographic methods of genre analysis postulated by Devitt, Reiff and Bawarshi (apud JOHNS et al., 2006). These analyses indicated that the requests are not always fully accomplished due to a lack of comprehension about the genre and its rhetorical situation on the part of the producers. It must probably happen - among other reasons - because these students may not have understood that several factors, such as: context, audience and purpose, affect the text production. We believe that one possibility to make the practice of this genre more efficient is to develop a more simple and practical way of elaborating requests, taking the needs imposed by the rhetorical situation as a basis

Efeitos de sentido das não coincidências do dizer na escrita acadêmica

Universidade Federal do Rio Grande do Norte

Mossoró não cabe num livro : Luís da Câmara Cascudo e a produção historiográfica do espaço mossoroense

A city is made not only to streets, sidewalks, buildings, bridges and viaducts. The city is also built by layers of sediment from the past that blend with layers of sediments present. The city's it's art, it's sociability is written. The aim of this study is to analyze how Mossoró historiographically the narrative is built by Luís da Câmara Cascudo. With this objective, we divide the work into three chapters. At first, we investigate the investment that the prefecture of the Mossoró city at the beginning of the forties, under the administration of Dix-sept Rosado, held for the construction of what would be the city's culture. A culture that was linked to the creation of a library, a museum, a university, the completion of several lectures on the themes of the city, and writing the history of Mossoró. The second chapter discusses the historical conditions of possibility that made Luís da Câmara Cascudo of the town historian. In the last chapter, we show how Mossoró was built by Cascudo from the specific analysis of the book Notas e Documentos para a história de Mossoró (1955). We discuss the conditions for its emergence, examining the interplay of interests that enabled its production

Oralidade e escrita: a presença do discurso reportado em entrevistas jornalísticas

In this work, we intend to discuss results from a research about retextualization in gender journalistic interview, considering speech dialogical approach. Retextualization activity, which implies the production of a new text through one or more basic texts, shows the presence of reported speech as an integral unit of discursive construction. Our corpus had been extracted from a section called Nossos Valores [Our Values], present at the syndical newspaper Adurn Notícias [Adurn News], from Federal University of Rio Grande do Norte (Brazil), which weekly publishes journalistic interviews with active professors from this institution. We describe retextualised text structure by correlating it to the one from the oral text, in order to identify and describe quoted speech, as well as features of the gender in which it is inserted. It was verified that, when it comes to reported speech present in the published interviews, which are representative of the research corpus, diverse incorporation procedures of alien property‟s speech take place, especially those regarding about reported speech use. The waterish presence of the other present in dialoged texts speech transformed in monologue texts demonstrates that there is not a clear demarcation among voices in certain parts of the written text. This is confirmed during analyses of the two interview versions, in which it is not always possible to distinguish the authorship of certain propositions, which in some way can point to Bakhtin‟s concept of intentional hybridity. Beyond Bakhtin‟s contributions (1990; 2000), the theoretical principles of this work are based upon Marcuschi (1986; 1999; 2001), Matencio (2003), Authier-Revuz (1982), and Favero et al. (1997; 1998; 1999; 2000)

A escrita dos professores de língua portuguesa: desvelando dizeres e saberes

This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers‟ writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher‟s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

A escrita de Roberto Victorio nas peças Aztlan e Chronos III para violoncelo solo

The cello has a prominent place in the music of Roberto Victorio, due to the fact the composer is a cellist and knows the idiomatic and technical aspects of the instrument. This article analyzes the skills and knowledge necessary to the performance of the works Aztlan and Chronos III for solo cello. As methodological procedure the work was built in three stages: at first a study on notation in the works of Victorio was develeped and how the concepts of desperception, timbre, time and space influence his writing. In a second moment the author made an interview with the composer and finally held performances and recordings of works using the concepts researched in the first two steps.

A escrita no Ensino Fundamental II: uma análise dos desvios ortográficos e sugestões de estratégias de intervenção

This paper presents a reflection on the written language, a social practice that is increasingly strengthened in everyday life. Unveiling its nature, organization and function must be the first step for teachers to change their posture towards the teaching of this linguistic mode, helping students use it more effectively and securely. Considering these principles, this dissertation seeks to understand on the light of contemporary linguistic theories, the factors that influence the writing deviations were found in the text production of students of the 8th grade of elementary school II, enrolled in a public school in Rio Grande do Norte, whereas those deviations reveal the beginning of learning of this communication tool, representing the first hypotheses raised by students to dominate it. To analyze the data we used the works done by Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimarães (2005), Miller (2008), Veçossi (2010), among others, starting from of which, the scientific production on reading and writing learning come developing. The results of this analysis showed that the writing deviations present in the texts of the students are motivated not only by lack of knowledge of standard orthographic of the Portuguese language, but, also, stem from phonetic, phonological and grammatical factors. Thus, we seek to present new teaching and learning strategies of writing that might lead students to reflect on the use of the same, developing this ability more critically and creatively. We believe that the activities presented can minimize writing with orthographic deviations or linguistic variation practiced by students. Keywords: Variances writing, spelling, teaching strategies and 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.

(Re)criando (mini)contos de terror: uma experiência de ensino de leitura e escrita de gênero multimodal

Given the multiplicity of languages and media present in contemporary texts, the work with digital genres characterizes itself as essential for teaching, reading and writing. Virtual media is already present in many dayly activities that require the use of language. This shows that the globalized world brings new demands of literacy and various reading practices. Given this perspective, we propose to work the multiliteracies present in the new texts from the enunciative discourse Bakhtinian assumptions. For this, we chose to be as the object of research / intervention, the horror flash fiction multimodal discursive genre, because it is a multissemiótico digital statement of virtual circulation. In this context, this study aimed to understand how the teaching of this kind can contribute to the development of knowledge related to reading and text production, required by multiliteracies, by performing a Didactic Sequence in the classroom, specifically for two classes of elementary school, 7th and 8th grades of public school. The research was based on Bakhtin's theory and the Circle (2009, 2011) on gender perspective in a dialogic and the proposed Dolz and Schneuwly (2004) for the text of teaching through sequences Teaching. We also use the precepts of multiliteracies focused on Rojo (2012, 2013). The methodology used was based on a qualitative approach. We consider the analysis of minicontos produced by students, it's own hibridism of multiliteracies, the discursive characteristics such as composition, style and subject content, in addition to relations dialogicity present in these statements. At the end of the study, we realized that our intervention contributed to the expansion of knowledge of the subjects involved related to reading and multimodal genre production.

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.