Responsiveness in argumentative writing – looks at oneself and at the other

Detalhes bibliográficos
Autor(a) principal: Lopes, Maria Angela Paulino Teixeira
Data de Publicação: 2022
Outros Autores: Gomes, Fernanda Santana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46745
Resumo: Inspired by interdisciplinary studies of Applied Linguistics, from a socio-discursive perspective of analysis (VOLÓCHINOV, 2017; BAKHTIN, 2011), adopting a methodological procedure of an interpretive nature based on evidence (GINZBURG, 1990), in dialogue with scholars of discursive genres and of authorship as an effect of the subject's action in the spheres of human activities (BAKHTIN, 2011), this article aims to present the results of an experience of producing a dissertation-argumentative text, based on the writing proposal of ENEM – 2016, by undergraduates from Letters in Supervised Internship. The examination of data (texts prepared by students; evaluation of the texts produced; questionnaire and semi-structured interview) makes it possible to apprehend conceptions of text that emerge from the lived interactions, as well as points to the need to review writing teaching practices, especially genres in which the argumentative attitude predominates, in which other voices are evoked, which highlights the discursive polyphony marked by responsiveness, alterity and heterogeneity and by signs of authorship and subjectivity, not always legitimized by the guidelines of official assessments.
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spelling Responsiveness in argumentative writing – looks at oneself and at the otherResponsividad en la escritura argumentativa – miradas a uno mismo y al otroResponsividade na escrita argumentativa – olhares para si e para o outroTeacher training. Responsiveness. Argumentation.Formação docente Responsividade ArgumentaçãoInspired by interdisciplinary studies of Applied Linguistics, from a socio-discursive perspective of analysis (VOLÓCHINOV, 2017; BAKHTIN, 2011), adopting a methodological procedure of an interpretive nature based on evidence (GINZBURG, 1990), in dialogue with scholars of discursive genres and of authorship as an effect of the subject's action in the spheres of human activities (BAKHTIN, 2011), this article aims to present the results of an experience of producing a dissertation-argumentative text, based on the writing proposal of ENEM – 2016, by undergraduates from Letters in Supervised Internship. The examination of data (texts prepared by students; evaluation of the texts produced; questionnaire and semi-structured interview) makes it possible to apprehend conceptions of text that emerge from the lived interactions, as well as points to the need to review writing teaching practices, especially genres in which the argumentative attitude predominates, in which other voices are evoked, which highlights the discursive polyphony marked by responsiveness, alterity and heterogeneity and by signs of authorship and subjectivity, not always legitimized by the guidelines of official assessments. Inspirándose en los  estudios de naturaleza interdisciplinaria de la Lingüística Aplicada, desde una perspectiva sociodiscursiva de análisis (VOLÓCHINOV, 2017; BAKHTIN, 2011), adoptándose procedimiento metodológico de carácter interpretativista, basado en evidencias (GINZBURG, 1990), en diálogo con estudiosos de géneros discursivos y de autoría como efecto de la acción del sujeto en las esferas de actividades humanas (BAKHTIN, 2011), este trabajo tiene como objetivo presentar los resultados de una experiencia de producción de texto argumentativo-disertación, a partir de la propuesta de redacción del ENEM – 2016, por estudiantes universitarios de Filología em Pasantía Supervisada. El examen de los datos (textos elaborados por los estudiantes; evaluación de los propios textos producidos; cuestionario y entrevista semiestructurada) posibilita aprehender concepciones de texto que emergen de las interacciones vividas, así como apunta para la necesidad de revisar las prácticas de enseñanza de la escritura, especialmente géneros en los que predomina la actitud argumentativa, en los que se evocan otras voces, lo que destaca la polifonía discursiva marcada por la responsividad, la alteridad y  la heterogeneidad y por las evidencias de autoría y subjetividad, no siempre legitimados por las orientaciones de las evaluaciones oficiales.   As práticas de escrita têm sido examinadas sob vieses teóricos e metodológicos que ora focalizam a materialidade linguística com foco na textualidade, ora consideram as condições enunciativas que propiciam a emergência e a constituição dos enunciados, na interação discursiva. Inspirado nos estudos de feição interdisciplinar da Linguística Aplicada, sob perspectiva sociodiscursiva de análise (VOLÓCHINOV, 2017; BAKHTIN, 2011), adotando-se procedimento metodológico de natureza interpretativista de base indiciária (GINZBURG, 1990), em diálogo com estudiosos de gêneros discursivos e de autoria como efeito da ação do sujeito nas esferas de atividades humanas (BAKHTIN, 2011), este artigo objetiva expor resultados de uma experiência de produção de texto dissertativo-argumentativo, baseado na proposta de redação do ENEM – 2016, por graduandos de Letras. O exame dos dados (textos elaborados pelos estudantes; avaliação dos próprios textos produzidos; questionários e entrevistas semiestruturadas) possibilita apreender concepções de texto que emergem das interações vivenciadas, bem como nos aponta para a necessidade de rever as práticas de ensino de escrita, especialmente de gêneros em que predomina a argumentação, em que se evocam outras vozes, o que salienta a polifonia discursiva marcada pela responsividade, alteridade e heterogeneidade e pelos indícios de autoria e subjetividade, nem sempre legitimados pelas orientações das avaliações oficiais.      Universidade Estadual de Londrina2022-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4674510.5433/1519-5392.2022v22n4Espp32-53Entretextos; v. 22 n. 4Esp (2022): Dossiê: Ensino e aprendizagem na perspectiva da Linguística Aplicada: estudos da/para a sala de aula; 32-532764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46745/48756Copyright (c) 2023 Maria Angela Paulino Teixeira Lopes, Fernanda Santana Gomeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLopes, Maria Angela Paulino TeixeiraGomes, Fernanda Santana2023-06-06T16:58:13Zoai:ojs.pkp.sfu.ca:article/46745Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2023-06-06T16:58:13Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Responsiveness in argumentative writing – looks at oneself and at the other
Responsividad en la escritura argumentativa – miradas a uno mismo y al otro
Responsividade na escrita argumentativa – olhares para si e para o outro
title Responsiveness in argumentative writing – looks at oneself and at the other
spellingShingle Responsiveness in argumentative writing – looks at oneself and at the other
Lopes, Maria Angela Paulino Teixeira
Teacher training. Responsiveness. Argumentation.
Formação docente
Responsividade
Argumentação
title_short Responsiveness in argumentative writing – looks at oneself and at the other
title_full Responsiveness in argumentative writing – looks at oneself and at the other
title_fullStr Responsiveness in argumentative writing – looks at oneself and at the other
title_full_unstemmed Responsiveness in argumentative writing – looks at oneself and at the other
title_sort Responsiveness in argumentative writing – looks at oneself and at the other
author Lopes, Maria Angela Paulino Teixeira
author_facet Lopes, Maria Angela Paulino Teixeira
Gomes, Fernanda Santana
author_role author
author2 Gomes, Fernanda Santana
author2_role author
dc.contributor.author.fl_str_mv Lopes, Maria Angela Paulino Teixeira
Gomes, Fernanda Santana
dc.subject.por.fl_str_mv Teacher training. Responsiveness. Argumentation.
Formação docente
Responsividade
Argumentação
topic Teacher training. Responsiveness. Argumentation.
Formação docente
Responsividade
Argumentação
description Inspired by interdisciplinary studies of Applied Linguistics, from a socio-discursive perspective of analysis (VOLÓCHINOV, 2017; BAKHTIN, 2011), adopting a methodological procedure of an interpretive nature based on evidence (GINZBURG, 1990), in dialogue with scholars of discursive genres and of authorship as an effect of the subject's action in the spheres of human activities (BAKHTIN, 2011), this article aims to present the results of an experience of producing a dissertation-argumentative text, based on the writing proposal of ENEM – 2016, by undergraduates from Letters in Supervised Internship. The examination of data (texts prepared by students; evaluation of the texts produced; questionnaire and semi-structured interview) makes it possible to apprehend conceptions of text that emerge from the lived interactions, as well as points to the need to review writing teaching practices, especially genres in which the argumentative attitude predominates, in which other voices are evoked, which highlights the discursive polyphony marked by responsiveness, alterity and heterogeneity and by signs of authorship and subjectivity, not always legitimized by the guidelines of official assessments.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46745
10.5433/1519-5392.2022v22n4Espp32-53
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46745
identifier_str_mv 10.5433/1519-5392.2022v22n4Espp32-53
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46745/48756
dc.rights.driver.fl_str_mv Copyright (c) 2023 Maria Angela Paulino Teixeira Lopes, Fernanda Santana Gomes
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Maria Angela Paulino Teixeira Lopes, Fernanda Santana Gomes
https://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 Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 22 n. 4Esp (2022): Dossiê: Ensino e aprendizagem na perspectiva da Linguística Aplicada: estudos da/para a sala de aula; 32-53
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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