“Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education

Detalhes bibliográficos
Autor(a) principal: Beloti, Adriana
Data de Publicação: 2017
Outros Autores: Jung, Neiva Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signótica (Online)
Texto Completo: https://revistas.ufg.br/sig/article/view/35641
Resumo: This article aims to recognize writing and rewriting conceptions of fifteen teachers in initial formation in order to understand what discourses these research interlocutors assume in a dialogical situation with otherness, in the encounter of the other word with the word other (CERUTTI-RIZZATTI, MOSSMANN, IRIGOITE, 2013). For that achievement, we analyzed data from a questionnaire and interventions of these teachers in a text written in the state of vestibular. The concepts of ideological literacy (STREET, 2010, 2014) and dialogism (BAKHTIN, 2003; BAKHTIN/VOLOCHINOV, 2006) support our analyzes which also show reaffirmed conceptions of structural writing and rewriting, with signs of dialogism, and the constitution of a “teacher interlocutor” identity, that little broadens the school junction of the other word with the word other.
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spelling “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education“Interlocutor professor”: discursos de escritura y reescritura de profesores en formación inicial“Interlocutor professor”: discursos de escrita e reescrita de professores em formação inicialAcademic literacyteacher educationrewrite.Letramento académicoformación del profesoradoreescritura.Letramento acadêmicoFormação de professorReescrita.This article aims to recognize writing and rewriting conceptions of fifteen teachers in initial formation in order to understand what discourses these research interlocutors assume in a dialogical situation with otherness, in the encounter of the other word with the word other (CERUTTI-RIZZATTI, MOSSMANN, IRIGOITE, 2013). For that achievement, we analyzed data from a questionnaire and interventions of these teachers in a text written in the state of vestibular. The concepts of ideological literacy (STREET, 2010, 2014) and dialogism (BAKHTIN, 2003; BAKHTIN/VOLOCHINOV, 2006) support our analyzes which also show reaffirmed conceptions of structural writing and rewriting, with signs of dialogism, and the constitution of a “teacher interlocutor” identity, that little broadens the school junction of the other word with the word other.Este artículo pretende dar a conocer las concepciones de escritura y reescritura de quince profesores en formación inicial, con el objetivo de entender cuáles son los discursos que esos interlocutores asumen en una situación dialógica con la alteridad, en el encuentro de la otra palabra con la palabra otra (CERUTTI- RIZZATTI; MOSSMANN; IRIGOITE, 2013). Para cumplir ese objetivo se analizaron los datos de un cuestionario y las intervenciones de esos profesores en un texto escrito en situación de pre-selectividad. Los conceptos de letramento ideológico (STREET, 2010, 2014) y de dialogismo (BAKHTIN, 2003; BAKHTIN/VOLOCHÍNOV, 2006) amparan teóricamente nuestros análisis. Análisis esos que, desvendan las concepciones de escritura y reescritura estructurales, con evidencias de dialogismo, y la construcción de la identidad de un “interlocutor profesor” que poco se desarrolla en el encuentro escolar de la otra palabra con la palabra otra.Este artigo tem como objetivo reconhecer concepções de escrita e de rees­crita de quinze professores em formação inicial, para compreendermos quais discursos esses interlocutores da pesquisa assumem em uma situação dia­lógica com a alteridade, no encontro da outra palavra com a palavra outra (CERUTTI-RIZZATTI; MOSSMANN; IRIGOITE, 2013). Para tanto, foram analisados dados de um questionário e intervenções desses professores em um texto escrito em situação de vestibular. Os conceitos de letramento ideológico (STREET, 2010a, 2014) e de dialogismo (BAKHTIN, 2003; BAKHTIN/VO­LOCHÍNOV, 2006) sustentam nossas análises que mostram ainda reafirmadas concepções de escrita e reescrita estruturais, com indícios de dialogismo, e uma constituição de identidade como “interlocutor professor” que pouco am­plia o encontro escolar da outra palavra com a palavra outra.Universidade Federal de Goiás2017-08-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://revistas.ufg.br/sig/article/view/3564110.5216/sig.v29i2.35641Signótica; Vol. 29 No. 2 (2017); 377-402Signótica; v. 29 n. 2 (2017); 377-4022316-36900103-7250reponame:Signótica (Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/sig/article/view/35641/24057https://revistas.ufg.br/sig/article/view/35641/25015Copyright (c) 2017 Signóticainfo:eu-repo/semantics/openAccessBeloti, AdrianaJung, Neiva Maria2018-01-09T14:11:01Zoai:ojs.revistas.ufg.br:article/35641Revistahttp://www.revistas.ufg.br/index.php/sig/indexPUBhttps://www.revistas.ufg.br/sig/oaisignotica@gmail.com2316-36900103-7250opendoar:2024-05-21T19:57:19.260433Signótica (Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
“Interlocutor professor”: discursos de escritura y reescritura de profesores en formación inicial
“Interlocutor professor”: discursos de escrita e reescrita de professores em formação inicial
title “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
spellingShingle “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
Beloti, Adriana
Academic literacy
teacher education
rewrite.
Letramento académico
formación del profesorado
reescritura.
Letramento acadêmico
Formação de professor
Reescrita.
title_short “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
title_full “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
title_fullStr “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
title_full_unstemmed “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
title_sort “Teacher interlocutor”: writingand rewritingdiscourses from teachers in initial education
author Beloti, Adriana
author_facet Beloti, Adriana
Jung, Neiva Maria
author_role author
author2 Jung, Neiva Maria
author2_role author
dc.contributor.author.fl_str_mv Beloti, Adriana
Jung, Neiva Maria
dc.subject.por.fl_str_mv Academic literacy
teacher education
rewrite.
Letramento académico
formación del profesorado
reescritura.
Letramento acadêmico
Formação de professor
Reescrita.
topic Academic literacy
teacher education
rewrite.
Letramento académico
formación del profesorado
reescritura.
Letramento acadêmico
Formação de professor
Reescrita.
description This article aims to recognize writing and rewriting conceptions of fifteen teachers in initial formation in order to understand what discourses these research interlocutors assume in a dialogical situation with otherness, in the encounter of the other word with the word other (CERUTTI-RIZZATTI, MOSSMANN, IRIGOITE, 2013). For that achievement, we analyzed data from a questionnaire and interventions of these teachers in a text written in the state of vestibular. The concepts of ideological literacy (STREET, 2010, 2014) and dialogism (BAKHTIN, 2003; BAKHTIN/VOLOCHINOV, 2006) support our analyzes which also show reaffirmed conceptions of structural writing and rewriting, with signs of dialogism, and the constitution of a “teacher interlocutor” identity, that little broadens the school junction of the other word with the word other.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/sig/article/view/35641
10.5216/sig.v29i2.35641
url https://revistas.ufg.br/sig/article/view/35641
identifier_str_mv 10.5216/sig.v29i2.35641
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/sig/article/view/35641/24057
https://revistas.ufg.br/sig/article/view/35641/25015
dc.rights.driver.fl_str_mv Copyright (c) 2017 Signótica
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Signótica
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Signótica; Vol. 29 No. 2 (2017); 377-402
Signótica; v. 29 n. 2 (2017); 377-402
2316-3690
0103-7250
reponame:Signótica (Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Signótica (Online)
collection Signótica (Online)
repository.name.fl_str_mv Signótica (Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv signotica@gmail.com
_version_ 1799875045938429952

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