ACADEMIC WRITING: REFLECTIVE PROCESS OF SAY

In this article, we aim to analyse reflexive forms of say in writing the speech about the concepts of variation and change in four dissertations selected portal public domain – CAPES and defended in the years of 1979, 1989, 2000 and 2011. We focus in the theoretical presuppositions of Authier-Revuz (1998, 2004) as regards the enunciative heterogeneity, more specifically in the reflexive forms of say  that it refer to the field of not coincidences of say, and that it refers the notion of Interdiscourse, proposed by Pêcheux (2010). The results point to two processes of reflexive writing: one that represents speech of transparent form or opacity and other one who presents a speech fountain of say.

POSSIBLE CONTRIBUTIONS OF CRITICAL DISCOURSE ANALYSIS TO THE TEACHING OF PORTUGUESE

This essay tackles the contributions that Critical Discourse Analysis can offer to the teaching of Portuguese, especially in terms of reader formation. The deconstruction of the myth of scientific neutrality, and its implications to reading, is the first contribution presented. Next, the need of making Portuguese students aware of the discourse opacity that characterizes the texts that circulate socially is discussed. Finally, the development of the capacity of critical reading of Portuguese students is discussed and an analysis of a journalistic text is carried out by way of exemplification.