Changing writing conceptions in initial teacher education
Autor(a) principal: | |
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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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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 |
status_str |
publishedVersion |
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 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3979/3175 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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 |
institution |
UEL |
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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1799305961609887744 |