O EVENTO COMUNICATIVO NO TEXTO-COMENTÁRIO DE UMA INSTRUÇÃO AO SÓSIA: A CONSTRUÇÃO DE SENTIDO(S) EM SITUAÇÃO DE (CO)ANÁLISE DA ATIVIDADE DOCENTE

• Autor(a) principal: Bessa, Luciana
• Data de Publicação: 2020
• Outros Autores: Oliveira, Débora, Araújo Costa, Maria Helenice
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista (Con)Textos Linguísticos (Online)
• Texto Completo: https://periodicos.ufes.br/contextoslinguisticos/article/view/29222
• topic: Discourse Genre; Media Discourse; Argumentation; Pathemization; Gênero do Discurso; Discurso Midiático; Argumentação; Patemização

The present study aimed to analyze the construction of meanings in parts of a verbal text written by an experienced English teacher, during a process of co-analysis of his work activity, by means of the instruction to the double. The dialogue between Textual Linguistics and the Clinic of Activity allowed us to identify that the teacher builds his text from a vision that he has of himself as a professional and later turns to his work activity, especially to the conditions in which he performs his work. This research is based on the appreciation of authors like Beaugrande (1997), who considers the text as a communicative event, in line with Marcuschi (2007), when they look at the interactional practices in the cognitive processes that include referencing, inferencing and (re)categorization, based on sociocognitivism in Salomão (1999) and other scholars such as Maturana and Varela (1995) with reflections on the metacognitive process, and Costa, Monteiro and Alves (2016) with situated education. Through these studies, we found that, by means of the lexical choices and the shared knowledge mobilized by the teacher, his positive view of himself contrasts with a negative perception of his work environment.