Níveis de letramento na escrita: a interseção discurso-gramática

• Autor(a) principal: Feitosa, Alessandra Martins Gomes
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6500
• topic: Literacies; Discourse; Reading Writing; Língua portuguesa Estudo e ensino; Língua portuguesa Gramática Estudo e ensino; Língua portuguesa Português escrito; Análise do discurso; Leitura (Ensino de primeiro grau); Linguística de corpus; Letramentos; Discurso; Leitura e Escrita; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The objective presented herein was to contribute to the teaching of Portuguese as mother tongue by means of a linguistic-discursive analysis, organized in levels, of the written productions which compose the investigated corpus. Based on the theoretical support which establishes the intersection between Fairclough s three-dimensional conception of discourse and Foucault s discursive regularities, we carry on the analysis of 37 out of a group of 375 written productions of students of the first year of Middle School from the Military Schools of Rio de Janeiro, Fortaleza, Porto Alegre and Campo Grande, in order to outline the literacy levels of those students in writing. The methodological approach considered in this study is based in two categories of analysis: a discursive and a grammatical one. The first, subdivided in intra-text and intertext, points to the building of meaning and to the way the student understands her/himself as the subject of her/his discourse. The second, subdivided in referential cohesion and sequential cohesion, signals out the importance of the grammatical elements in the sustainability and development of the text. In each one of those categories it was possible to observe discursive regularities, regularities which, in an intersection, portray different levels of the reading and writing proficiency presented in the same group, as a result of different literacy levels, besides indicating to the teacher the linguistic aspects which need to be developed in a classroom