A organizaÃÃo da sequencia Narrativa nos rÃcits de vie

• Autor(a) principal: Isabel Roque Viana
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
• Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9607
• topic: RÃcits de vie; Narrativa; EJA; rÃcits de vie; Narrative; EJA.; LINGUISTICA

The already presented work has the rÃcits de vie narrative sequence as theme, delimitating the organization of rÃcits de vie narrative sequence in compositions produced by EJA students â High School Level, accomplished during 04 meetings in a 02 (two) months period of time. The autobiographical studies acquired miscellaneous through time and in many study fields, being practiced in many Human Sciences areas and changing its epistemological modality, targeting data, etc. Resulting from biography, the autobiography is a slope which can be known in several nomenclatures: life narrative, life story, report, statement, memoire etc. Josso (2007) classifies it as a opportunity to think over many expression records and self-representations. Manifold studies in other Human Sciences fields discourse about these narrative subjective constructions in its objective composing in social life. In this sense, Bourdieu [2001 (1994)] notes a autobiography coherent sense in the autobiography formulation construction, where the author-actor, attempting to rationalize diverse events that happened in his story journey, canalizes some of them and forbids the others, formulating his own ideal representation of his âmeâ. The author considers that the narrative, biographical or autobiographical, tempts to organize the events in ordered and intelligible sequences. In the educational field, this study object choice aims to give the chance to the professional teacher, as a way to meditate his training and proceeding (ECKERT-HOFF, 2008), to other subjects as well (ARAÃJO & OLINDA, 2010). In Liguistics within, the rÃcits de vie as corpus are a certain novelty. Consequently, the necessary theorical-methodological apparatus for data analysis needed to be gradually built and in interdisciplinary form: using Educational, Historical and Social Sciences sources, without neglecting the linguistics studies contribution â as Barthes (1971) declared and considering our researchâs problems, âit seems to be right-minded to provide as a founding model to the narrative structural analysis its own linguisticâ â making possible to list the liable analysis application criteria. Thus, this research objectives to analyze the narrative organization in rÃcits de vie composed by EJA [EducaÃÃo de Jovens e Adultos (Youth and Adults Education)] students. Our general aim was analyzing by comparison of theses rÃcits de vie narrative sequence organization composed by EJA students with the prototypical narrative sequence. Thereby, we used the castes proposed by Barthes (1971), questing a proper classification for narratives in general, to understand: function and indexes. Machado de Assisâ Conto de escola, was the elected prototypical narrative to this research achievement. The results show that a first characteristic of rÃcits de vie is the presence of the cardinal functions, even if they donât establish a direct relationship, as proposed by Barthes. Regarding the classification according to these categories, we admit rÃcits de vie as narratives strongly indexical, rather than its functionality. Another very important result is the possibility of identifying the classes in these texts by Barthes proposed that - and here the author deemed admitted as such - are essential to prepare an analysis of narrative structure and characterize the text as such.