Changing writing conceptions in initial teacher education

Detalhes bibliográficos
Autor(a) principal: Menegassi, Renilson José
Data de Publicação: 2007
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3979
Resumo: The partial results of a social and interactional approach research involving first year undergraduate students of the Language and Literature Course at the State University of Maringá, Maringá PR Brazil, are provided. Students' production consisted of scientific texts written in 2004. The discursive genre `scientific article` was chosen for the analysis of the process of changing writing concepts. Students received an exercise book during the writing construction process whose role was similar to a reflexive diary, where they jotted down notes on  in different moments of the production. The main aim of the diary was to reflect on the personal writing process, creating an interaction atmosphere with it, and turning it into a mediation instrument with the nearest reader, the teacher. Thus, changes in the students' conception on writing started to happen as they interacted with their own writing, creating a bond that started to present it as work, and not as inspiration anymore. Therefore, this study analyses the versions of the investigated article, as well as the diaries that were produced meanwhile. The results show that the undergraduate students, at the end of the first year, already presented changes in the traditional conception of writing, conceiving it as a product of social interactions.
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spelling Changing writing conceptions in initial teacher educationAlterando concepções de escrita na formação inicial do professorWritingConceptionTeacher education.EscritaConcepçãoFormação de professor.The partial results of a social and interactional approach research involving first year undergraduate students of the Language and Literature Course at the State University of Maringá, Maringá PR Brazil, are provided. Students' production consisted of scientific texts written in 2004. The discursive genre `scientific article` was chosen for the analysis of the process of changing writing concepts. Students received an exercise book during the writing construction process whose role was similar to a reflexive diary, where they jotted down notes on  in different moments of the production. The main aim of the diary was to reflect on the personal writing process, creating an interaction atmosphere with it, and turning it into a mediation instrument with the nearest reader, the teacher. Thus, changes in the students' conception on writing started to happen as they interacted with their own writing, creating a bond that started to present it as work, and not as inspiration anymore. Therefore, this study analyses the versions of the investigated article, as well as the diaries that were produced meanwhile. The results show that the undergraduate students, at the end of the first year, already presented changes in the traditional conception of writing, conceiving it as a product of social interactions. Este artigo apresenta os resultados parciais de pesquisa conduzida com alunos do primeiro ano de Letras, na Universidade Estadual de Maringá, a partir de uma abordagem sócio-interacionista. Os alunos produziram textos científicos durante o ano de 2004, sendo que o gênero discursivo artigo científico foi o escolhido para análise do processo de alteração da concepção de escrita. Durante a construção do artigo, eles elaboraram um diário escrito, em que anotaram comentários sobre os vários momentos da produção. O objetivo principal do diário era refletir sobre o processo pessoal de escrita, criando uma atmosfera de interação com a mesma, passando a tê-la como um instrumento de mediação com o leitor mais próximo, o professor. Assim, foram construindo-se alterações na concepção de escrita dos alunos à medida que foram interagindo com sua própria escrita, criando um vínculo que passou a mostrá-la como trabalho, não mais como inspiração. Desta forma, aqui são analisadas as versões do artigo investigado e os diários que forarn também sendo produzidos. Os resultados demonstram que o aluno de Letras, ao final do primeiro ano, já apresenta alterações na concepção tradicional de escrita, passando a concebê-la como produto de interações sociais.UEL2007-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/397910.5433/2237-4876.2007v10n1p171Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 171-186Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 171-1862237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/3979/3175Menegassi, Renilson Joséinfo:eu-repo/semantics/openAccess2022-11-16T18:06:41Zoai:ojs.pkp.sfu.ca:article/3979Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:06:41Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Changing writing conceptions in initial teacher education
Alterando concepções de escrita na formação inicial do professor
title Changing writing conceptions in initial teacher education
spellingShingle Changing writing conceptions in initial teacher education
Menegassi, Renilson José
Writing
Conception
Teacher education.
Escrita
Concepção
Formação de professor.
title_short Changing writing conceptions in initial teacher education
title_full Changing writing conceptions in initial teacher education
title_fullStr Changing writing conceptions in initial teacher education
title_full_unstemmed Changing writing conceptions in initial teacher education
title_sort Changing writing conceptions in initial teacher education
author Menegassi, Renilson José
author_facet Menegassi, Renilson José
author_role author
dc.contributor.author.fl_str_mv Menegassi, Renilson José
dc.subject.por.fl_str_mv Writing
Conception
Teacher education.
Escrita
Concepção
Formação de professor.
topic Writing
Conception
Teacher education.
Escrita
Concepção
Formação de professor.
description The partial results of a social and interactional approach research involving first year undergraduate students of the Language and Literature Course at the State University of Maringá, Maringá PR Brazil, are provided. Students' production consisted of scientific texts written in 2004. The discursive genre `scientific article` was chosen for the analysis of the process of changing writing concepts. Students received an exercise book during the writing construction process whose role was similar to a reflexive diary, where they jotted down notes on  in different moments of the production. The main aim of the diary was to reflect on the personal writing process, creating an interaction atmosphere with it, and turning it into a mediation instrument with the nearest reader, the teacher. Thus, changes in the students' conception on writing started to happen as they interacted with their own writing, creating a bond that started to present it as work, and not as inspiration anymore. Therefore, this study analyses the versions of the investigated article, as well as the diaries that were produced meanwhile. The results show that the undergraduate students, at the end of the first year, already presented changes in the traditional conception of writing, conceiving it as a product of social interactions.
publishDate 2007
dc.date.none.fl_str_mv 2007-07-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
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dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3979
10.5433/2237-4876.2007v10n1p171
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3979
identifier_str_mv 10.5433/2237-4876.2007v10n1p171
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language por
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dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 171-186
Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 171-186
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
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reponame_str Signum: Estudos da Linguagem
collection Signum: Estudos da Linguagem
repository.name.fl_str_mv Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||signum@uel.br
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