Atividade de linguagem: a criatividade em confluências de planos enunciativos temporais no ensino de produção e interpretação de textos

• Autor(a) principal: Onofre, Stéfano Grizzo
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/5766
• topic: Linguística; Ensino aprendizagem de línguas; Enunciação; Criatividade; Tempo; Linguagem; Language; Enunciation; Language teaching; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

In this research we discuss the concept of creativity in occurrences of confluences of enunciative temporal plans on textual production exams made for the admission on Brazilian university. To achieve the goal, we considered the following question: occurrences of time category enunciative shifts on the exams are responsible for undermining students texts? Generally, it is attributed to this kind of enunciative shifts only negative values. We try to make more profound this question, defending that only recognizing the enunciative shifts as a problem does not give all the means for Portuguese language teaching and learning context to operate with these occurrences. To sustain our aim we launched the hypothesis that the time category enunciative shifts occur in the space between the error and the creativity, because, on one side, they can present themselves as inadequacies front an established enunciative plan and, on the other side, they can be considered as linguistic movements that show the way the student try to assume his authorship, that means, his search for creativity. We sustain the hypothesis using the Theory of Predicative Operations chart. The theoretical reflection brought us to argue that linguistic temporal marks leave traces of students argumentative choice. This way, we could recognize that the time category enunciative shifts make visible some elements that can value students textual productions. These elements may be useful for the enhancement of the teaching and learning process, considering the linguistic and discursive matters.