Representações do ato de escrever de alunos do Ensino Fundamental II

• Autor(a) principal: Retondar, Heloana Cardoso
• Data de Publicação: 2018
• 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/1/6200
• topic: Representations; Writing; Elementary school; Discourse analysis; Língua portuguesa (Ensino fundamental) Estudo e ensino; Língua portuguesa (Ensino fundamental) Escrita; Redação; Análise do discurso narrativo; Representações sociais; Representações; Escrita; Ensino fundamental; Análise do discurso; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Language, symbolic and representative, has in writing its most elaborate expression. From the conception of writing as a work (FIAD & MAYRINK-SABISON, 1991) and as self-assertion (BERNARDO, 2000), and understanding that the act of writing is in a clear process of transformation in contemporary society due to modern technologies, this dissertation investigates the subject's relationship to writing. Its aim is to identify the meanings of the act of writing that emanate from the subject-student speech, considering the teaching-learning process. The functioning of the cognitive system interferes in social relations and is interfered by it, individuality is crossed, constituted and reconstructed by the symbolic, by the imagery, providing the subject with a feeling of belonging, of social identity. 120 students from two municipal public schools in the interior of the state of Rio de Janeiro, enrolled in the final years of Elementary School, took part in this study. Data were collected through free recall and focus groups of five students, in a total of 24 groups. For the analysis, the answers were transcribed and reduced to four large groups (voices of the 6th, 7th, 8th and 9th grades) from which an observation was made in a synchronic perspective, to glimpse how the subjects of the beginning of the 21st century represent writing, and transversal, searching for permanence and / or specifics of each grade in this system of representation. The analytical devices from French Discourse Analysis (PÊCHEUX, 1969/1997; ORLANDI, 1990/2013), focused on the intermediaries, the non-said, and the ideological constructs were selected as research instruments. The research becomes relevant insofar as, from the comprehension of the students representations on writing, it is possible (i) to provide an overview of the development of writing in this transitional stage which the understanding of the act of writing goes through currently, (ii) reflect on the teaching-learning process, besides (iii) indicate pedagogical practices that consider the representations identified. Since discourses are formed on the verge between self and other (BAKHTIN, 2010), data analysis has allowed us to turn our attention to the identification of practices that focus on the construction of the subject-student identity (CAVALARI, 2011). Thus, two important opposites of Education were covered: academic knowledge (reified universe) and the apprentice subject (consensual universe) were covered. The concept and applicability of the Theory of Social Representations (MOSCOVICI, 1978, 2003) are discussed; and their relation to the theoretical bases of discourse analysis. It was noticeable the predominance of moral discourse, whose production of meanings refers especially to the notions of right and wrong, and to correct, with the verb falar (to talk) being the most mentioned; writing in virtual environments is also represented by the verb to talk. Writing has as the most evoked term the word "boring", with a sense of "tiring". The students' knowledge is still anchored in the dogmatic discourse of writing as a gift, with technology occupying the sacred place. The place of handwriting is reserved for affective and therapeutic aspects. It was also identified the denying of the perception of writing taught in the school as practical content and the identification of the subjects as writers who occupy a non-place, determined by the moral discourse, that define their writing competence as a continuum of their own character