Responsiveness in argumentative writing – looks at oneself and at the other
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
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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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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1799315390034083840 |