O ensino da produção textual na escola pública contemporânea: entre a formatação e a formulação

• Autor(a) principal: Martins, Isa Ferreira
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10408
• topic: Speech; Education; Teaching; Text production; Contemporary Public School; Discurso; Escola pública contemporânea; Educação; Ensino; Produção textual; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study intends to understand the writing subject under the social, ideological bias, power relationships and meanings, that permeate the discursive dimension, considering the school one more of these arenas, according to Bakthin. To do so, the adopted theoretical and methodological approach is centered on language as an ideological phenomenon, purer, and sensitive translation of social relations. The starting point for the discussions proposed here, was the literary, historical, biographical, and social way of two writers, who were a public phenomenon, which could be a condition for both of them to fill the same (similar) place in the literary scene. However, the social differences contributed to one of them has become a literary canon, while the other one has fallen into almost total oblivion. Another thinking line adopted here is the Discourse Analysis proposed by Eni Orlandi, and guided by the paraphrase-polysemy tension as the basis of theory, criticism, and ideology. Thus, the language, the senses production, the reading and writing world are researched, so that we can understand the linguistic and ideological mechanisms that contribute to we all have an overvaluation of writing, literate knowledge. Considering ideology as hegemony of meaning, this study analyzes the practice, and teaching of textual production at school in its relations with the current speeches, as well as with economic, political, and social issues. These dimensions are essential to be thematic, and, in most of time, they are shut off the discussions about the textual production, just because the current debates are mainly related to linguistic or pedagogical area. On such investigation, there are still the ideological and political relations, that permeate the "author", the "authorship", the authority , and the authoritarianism , which are the starting point for the theoretical considerations about the intellectual, the dual school, and the teacher role. The reference system for the discussion, but, not the only one, is the Grasmscian theoretical framework. To draw up the educational setting, educational policy speeches are analyzed, focusing on official documents directed to the teaching of textual production at school, and its intertextualities. According to Fairclough, the speech is thought as a social practice, as an educational policy, and as the creation of the conditions, that enable the implementation of interests in educational field. In this context, stay the public school, the students, their writings, the possibilities and limits between formatting and formulating, disruptions, and run-times. So, this thesis discusses the teaching of textual production at public school, without it s centered on the cognitive dimension, and on the external evaluations, otherwise it combines these questions with social conflicts, and with the conditions of teaching, and of text output. In this sense, and trying to escape from deterministic and mechanistic analysis and proposals, this study also concentrates on the articulation of strategy possibilities, aimed at a teaching of text production as a practice of expression, criticism, and student s subjectivity, from his living condition, and not from the reproduction of speeches essentially guided by models. That way, the objective is to contribute, in order to other senses go round, both in writing, as in oral universe