Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/40610 |
Resumo: | The present paper aims to understand, by analyzing experience choices and the way they are narrated, how undergraduate students in the Pedagogy/Education major insert themselves as authors of their autobiographic texts and use distancing and self-objectification strategies. Thus, after a theoretical approach regarding topics such as authorship, individual conscience, excess of seeing and knowledge and self-objectification, sentences from four academic papers were discussed in the analysis. Our proposal aimed to organize itself based on works such as Toward a Methodology for the Human Sciences (BAKHTIN, 2017) and Toward a Philosophy of the Act (BAKHTIN, 2010). Resulting from our investigation, we highlight strategies such as lexical choice (metaphorization, adjective employment) to give a semiotic and valuated perspective to the narrated events; the employment of first person and the open dialogue as ways to instantiate ethics and responsibility for the assumed positioning, as well as to materialize predictions regarding the social auditorium of texts produced; and the construction of a text project in which the participating agents in the retold acts are categorized and their actions are re-accentuated in a dialogue with other narratives. The discussion proposed in this paper is justified by the importance of attracting attention to contemporary discourses uttered by subjects that comprise Basic Education and to the valuations produced regarding their identity and the scope of their professional performance, in the aim of, in an active and ethical commitment, taking an empathetic, exotopic and attentive look on educators, mainly those who are in the initial stages of their teacher training. |
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Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major Narrativas autobiográficas y escrita académica: Una visión sobre la autorrevelación en textos monográficos de la carrera de Pedagogía/EducaciónNarrativas autobiográficas e escrita acadêmica: Um olhar para o autorrevelar-se em textos monográficos do curso de Pedagogia/EducaçãoAcademic writingAutobiographic narrativesSelf-objectificationExcess of seeingAuthorshipEscrita AcadémicaNarrativas AutobiográficasAuto-ObjetificaciónExcedente de VisiónAutoríaEscrita AcadêmicaNarrativas AutobiográficasAuto-ObjetificaçãoExcedente de VisãoAutoriaThe present paper aims to understand, by analyzing experience choices and the way they are narrated, how undergraduate students in the Pedagogy/Education major insert themselves as authors of their autobiographic texts and use distancing and self-objectification strategies. Thus, after a theoretical approach regarding topics such as authorship, individual conscience, excess of seeing and knowledge and self-objectification, sentences from four academic papers were discussed in the analysis. Our proposal aimed to organize itself based on works such as Toward a Methodology for the Human Sciences (BAKHTIN, 2017) and Toward a Philosophy of the Act (BAKHTIN, 2010). Resulting from our investigation, we highlight strategies such as lexical choice (metaphorization, adjective employment) to give a semiotic and valuated perspective to the narrated events; the employment of first person and the open dialogue as ways to instantiate ethics and responsibility for the assumed positioning, as well as to materialize predictions regarding the social auditorium of texts produced; and the construction of a text project in which the participating agents in the retold acts are categorized and their actions are re-accentuated in a dialogue with other narratives. The discussion proposed in this paper is justified by the importance of attracting attention to contemporary discourses uttered by subjects that comprise Basic Education and to the valuations produced regarding their identity and the scope of their professional performance, in the aim of, in an active and ethical commitment, taking an empathetic, exotopic and attentive look on educators, mainly those who are in the initial stages of their teacher training.El presente artículo tuvo el objetivo de comprender, analizando la selección de experiencias y decisiones cuanto a los modos de narrar, cómo estudiantes y educadoras diplomadas en la carrera de Pedagogía/Educación se inscriben como autoras de sus textos autobiográficos y movilizan estrategias de distanciación y auto-objetificación. Para tanto, tras un abordaje teórico acerca de temas como autoría, consciencia individual, excedente de visión y auto-objetificación, en el análisis, se discutieron enunciados de tres trabajos académicos de universidades de Porto Alegre/RS y Región Metropolitana publicados durante el segundo semestre de 2020. Nuestra propuesta buscó dialogar, principalmente, con los textos Por uma metodologia das Ciências Humanas (BAJTIN, 2017) y Para uma filosofia do ato responsável (BAJTIN, 2010). Como resultado de nuestra investigación, se destacan estrategias como la selección lexical (metaforización, empleo de adjetivos) para semiotización y valoración de los eventos narrados; el empleo de la primera persona y el diálogo abierto como formas de instanciar la ética y la responsabilidad por las posiciones asumidas, como también materializar previsiones con respecto al auditorio social de los textos producidos; y la construcción de un proyecto de texto en el que los agentes partícipes de los actos recuperados se categorizan y sus acciones se reacentúan en diálogo con otras narrativas. La reflexión aquí propuesta se justifica por la importancia de dar visibilidad a los discursos contemporáneos enunciados por los sujetos que constituyen la Educación Básica y a las valoraciones producidas cuanto a su identidad y al alcance de su actuación profesional, buscando, en un compromiso activo y ético, ver con atención, exotopía y empatía a los educadores, principalmente a los que se encuentran en una etapa inicial de su formación docente.O presente artigo teve por objetivo compreender, através da análise da seleção de experiências e das escolhas quanto aos modos de narrar, como estudantes e educadoras graduadas no curso de Pedagogia/Educação se inscrevem enquanto autoras de seus textos autobiográficos e mobilizam estratégias de distanciamento e auto-objetificação. Para tanto, após abordagem teórica acerca de temas como autoria, consciência individual, excedente de visão e auto objetivificação, na análise, foram discutidos enunciados de três trabalhos acadêmicos de universidades de Porto Alegre/RS e Região Metropolitana publicados no segundo semestre de 2020. Nossa proposta buscou dialogar, principalmente, com os textos Por uma metodologia das Ciências Humanas (BAKHTIN, 2017) e Para uma filosofia do ato responsável (BAKHTIN, 2010). Como resultado de nossa investigação, destacam-se estratégias como a escolha lexical (metaforização, emprego de adjetivos) para semiotização e valoração dos eventos narrados; o emprego de primeira pessoa e o diálogo aberto como formas de instanciar a ética e a responsabilidade pelos posicionamentos assumidos, bem como materializar previsões quanto ao auditório social dos textos produzidos; e a construção de um projeto de texto no qual os agentes partícipes dos atos recuperados são categorizados e suas ações são reacentuadas em diálogo com outras narrativas. A reflexão aqui proposta justifica-se pela importância de se dar visibilidade aos discursos contemporâneos enunciados pelos sujeitos que constituem a Educação Básica e às valorações produzidas quanto à sua identidade e ao escopo de sua atuação profissional, buscando, em um compromisso ativo e ético, lançar um olhar atento, exotópico e empático aos educadores, principalmente aqueles que se encontram em uma etapa inicial de sua formação docente.Editora da PUCRS - ediPUCRS2021-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/4061010.15448/1984-7726.2021.3.40610Letras de Hoje; Vol. 56 No. 3 (2021); 738-750Letras de Hoje; Vol. 56 Núm. 3 (2021); 738-750Letras de Hoje; v. 56 n. 3 (2021); 738-7501984-77260101-333510.15448/1984-7726.2021.3reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/40610/27395Copyright (c) 2022 Letras de Hojehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGonçalves, Patrícia Azevedo2022-02-10T19:10:35Zoai:ojs.revistaseletronicas.pucrs.br:article/40610Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2022-02-10T19:10:35Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major Narrativas autobiográficas y escrita académica: Una visión sobre la autorrevelación en textos monográficos de la carrera de Pedagogía/Educación Narrativas autobiográficas e escrita acadêmica: Um olhar para o autorrevelar-se em textos monográficos do curso de Pedagogia/Educação |
title |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
spellingShingle |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major Gonçalves, Patrícia Azevedo Academic writing Autobiographic narratives Self-objectification Excess of seeing Authorship Escrita Académica Narrativas Autobiográficas Auto-Objetificación Excedente de Visión Autoría Escrita Acadêmica Narrativas Autobiográficas Auto-Objetificação Excedente de Visão Autoria |
title_short |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
title_full |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
title_fullStr |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
title_full_unstemmed |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
title_sort |
Autobiographic narratives and academic writing: A look into self-disclosure in monographic texts from the Pedagogy/Education academic major |
author |
Gonçalves, Patrícia Azevedo |
author_facet |
Gonçalves, Patrícia Azevedo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gonçalves, Patrícia Azevedo |
dc.subject.por.fl_str_mv |
Academic writing Autobiographic narratives Self-objectification Excess of seeing Authorship Escrita Académica Narrativas Autobiográficas Auto-Objetificación Excedente de Visión Autoría Escrita Acadêmica Narrativas Autobiográficas Auto-Objetificação Excedente de Visão Autoria |
topic |
Academic writing Autobiographic narratives Self-objectification Excess of seeing Authorship Escrita Académica Narrativas Autobiográficas Auto-Objetificación Excedente de Visión Autoría Escrita Acadêmica Narrativas Autobiográficas Auto-Objetificação Excedente de Visão Autoria |
description |
The present paper aims to understand, by analyzing experience choices and the way they are narrated, how undergraduate students in the Pedagogy/Education major insert themselves as authors of their autobiographic texts and use distancing and self-objectification strategies. Thus, after a theoretical approach regarding topics such as authorship, individual conscience, excess of seeing and knowledge and self-objectification, sentences from four academic papers were discussed in the analysis. Our proposal aimed to organize itself based on works such as Toward a Methodology for the Human Sciences (BAKHTIN, 2017) and Toward a Philosophy of the Act (BAKHTIN, 2010). Resulting from our investigation, we highlight strategies such as lexical choice (metaphorization, adjective employment) to give a semiotic and valuated perspective to the narrated events; the employment of first person and the open dialogue as ways to instantiate ethics and responsibility for the assumed positioning, as well as to materialize predictions regarding the social auditorium of texts produced; and the construction of a text project in which the participating agents in the retold acts are categorized and their actions are re-accentuated in a dialogue with other narratives. The discussion proposed in this paper is justified by the importance of attracting attention to contemporary discourses uttered by subjects that comprise Basic Education and to the valuations produced regarding their identity and the scope of their professional performance, in the aim of, in an active and ethical commitment, taking an empathetic, exotopic and attentive look on educators, mainly those who are in the initial stages of their teacher training. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/40610 10.15448/1984-7726.2021.3.40610 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/40610 |
identifier_str_mv |
10.15448/1984-7726.2021.3.40610 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/40610/27395 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Letras de Hoje http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Letras de Hoje http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letras de Hoje; Vol. 56 No. 3 (2021); 738-750 Letras de Hoje; Vol. 56 Núm. 3 (2021); 738-750 Letras de Hoje; v. 56 n. 3 (2021); 738-750 1984-7726 0101-3335 10.15448/1984-7726.2021.3 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
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1799128782861238272 |