As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5686 |
Resumo: | The study of indirect anaphora leads to rethink the issue of anaphoric processes used in textual productions. The very coherence shall be taken as a principle of interpretation Marcuschi (2005) and, in the interim of this assertion, the indirect anaphoras are considered important in the construction of meanings and textual progression. The indirect anaphoras as noted Marcuschi (2005) have in cognitive processes and strategies to inferentially decisive basis in the activity of textualization. The use of anaphoric processes was also present in the texts constructed by the students in the classes of the course offered at the Youth Apprentice - Senac Sergipe. However, these uses occurred in different ways for young people with different levels of education. It is in this context that we seek the theoretical linguistics textual to discuss issues such as referencing objects of discourse, indirect anaphora, the anchor, the consistency considered important in the discussion of the use of process reference. Work guided by the points of view of Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010, 2011, 2012, 2013) of the light reflected on such theoretical ratio between the greater or lesser use of anaphora and indirect schooling of learners. Before we draw primarily theoretical postulates some considerations on the historical linguistics Textual because we believe that some anaphoric processes are still in line with the theoretical discussions of the first and second phase of LT also opened space to discuss the notions of text, context and subject adopted in our work. Then we discuss the referral as discursive activity to reflect on it from the anaphora, specifically, indirect, beyond the role of anchors in the construction of coherence. In order for us are guided in identifying indirect anaphora in texts of learners adopts the proposed classificatory Marcuschi (2005) which was briefly discussed. Therefore, we point out the methodological steps followed for the analysis of texts and, finally, we analyze the productions of the learners in order to track the extent to which greater or lesser use of indirect anaphora is influenced by education level of the learners. In this context, this research is configured as qualitative, given the discursive analysis of the greater or lesser use of indirect anaphora in the corpus of the work. |
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Porto, Edilma Messiashttp://lattes.cnpq.br/9312894546644102Lima, Geralda de Oliveira Santoshttp://lattes.cnpq.br/76683948780217222017-09-27T13:39:28Z2017-09-27T13:39:28Z2013-12-17https://ri.ufs.br/handle/riufs/5686The study of indirect anaphora leads to rethink the issue of anaphoric processes used in textual productions. The very coherence shall be taken as a principle of interpretation Marcuschi (2005) and, in the interim of this assertion, the indirect anaphoras are considered important in the construction of meanings and textual progression. The indirect anaphoras as noted Marcuschi (2005) have in cognitive processes and strategies to inferentially decisive basis in the activity of textualization. The use of anaphoric processes was also present in the texts constructed by the students in the classes of the course offered at the Youth Apprentice - Senac Sergipe. However, these uses occurred in different ways for young people with different levels of education. It is in this context that we seek the theoretical linguistics textual to discuss issues such as referencing objects of discourse, indirect anaphora, the anchor, the consistency considered important in the discussion of the use of process reference. Work guided by the points of view of Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010, 2011, 2012, 2013) of the light reflected on such theoretical ratio between the greater or lesser use of anaphora and indirect schooling of learners. Before we draw primarily theoretical postulates some considerations on the historical linguistics Textual because we believe that some anaphoric processes are still in line with the theoretical discussions of the first and second phase of LT also opened space to discuss the notions of text, context and subject adopted in our work. Then we discuss the referral as discursive activity to reflect on it from the anaphora, specifically, indirect, beyond the role of anchors in the construction of coherence. In order for us are guided in identifying indirect anaphora in texts of learners adopts the proposed classificatory Marcuschi (2005) which was briefly discussed. Therefore, we point out the methodological steps followed for the analysis of texts and, finally, we analyze the productions of the learners in order to track the extent to which greater or lesser use of indirect anaphora is influenced by education level of the learners. In this context, this research is configured as qualitative, given the discursive analysis of the greater or lesser use of indirect anaphora in the corpus of the work.O estudo das anáforas indiretas leva a repensar a questão dos processos anafóricos utilizados nas produções textuais. A própria coerência passa a ser tida como um princípio de interpretação Marcuschi (2005) e, no interim dessa assertiva, as anáforas indiretas são consideradas importantes na construção dos sentidos e na progressão textual. As anáforas indiretas como lembra Marcuschi (2005) têm nos processos cognitivos e nas estratégias inferenciais a base decisiva na atividade de textualização. O uso de processos anafóricos também se fez presente nos textos construídos pelos estudantes nas aulas do curso Adolescente Aprendiz ofertado no Senac-Sergipe. No entanto, esses usos aconteceram de distintas maneiras pelos jovens com diferentes graus de escolaridade. É nesse contexto que buscamos o aporte teórico da Linguística textual ao discutirmos questões como a referenciação, os objetos de discurso, a anáfora indireta, a âncora, a coerência considerados elementos importantes na discussão sobre o uso dos processos referencias. Trabalhamos norteados pelos pontos de vistas de Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010; 2011; 2012; 2013), à luz de tais teóricos refletimos sobre a relação entre o maior ou menor uso das anáforas indiretas e o grau de escolaridade dos aprendizes. Diante dos postulados teóricos traçamos primeiramente algumas considerações sobre o percurso histórico da Linguística Textual porque acreditamos que alguns processos anafóricos ainda estão em consonância com as discussões teóricas da primeira e da segunda fase da LT, além disso, abrimos espaço para discutirmos as noções de texto, contexto e sujeito adotadas em nosso trabalho. Em seguida, discutimos sobre a referenciação enquanto atividade discursiva para a partir disso refletirmos sobre as anáforas, especificamente, as indiretas, além do papel das âncoras na construção da coerência. No intuito de nos norteamos na identificação das anáforas indiretas nos textos dos aprendizes adotamos a proposta classificatória de Marcuschi (2005) que foi brevemente discutida. Por conseguinte, apontamos os passos metodológicos seguidos para a análise dos textos e, por fim, analisamos as produções dos aprendizes a fim de verificamos em que medida o maior ou menor uso das anáforas indiretas é influenciado pelo grau de escolaridade dos aprendizes. Nesse contexto, esta pesquisa se configura como qualitativa, haja vista à análise discursiva do maior ou menor uso das anáforas indiretas nos corpus do trabalho.application/pdfporAnálise do discursoLingüísticaCoesão (Linguística)AnáforaAnáfora indiretaÂncoraCoerênciaTextoReferenciaçãoCohesion (Linguistics)Discourse analysisLinguisticsIndirect anaphoraAnchorConsistencyTextReferencingCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASAs anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizanteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Letrasinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALEDILMA_MESSIAS_PORTO.pdfapplication/pdf725000https://ri.ufs.br/jspui/bitstream/riufs/5686/1/EDILMA_MESSIAS_PORTO.pdff682800f753382974a6adbfe6cc16825MD51TEXTEDILMA_MESSIAS_PORTO.pdf.txtEDILMA_MESSIAS_PORTO.pdf.txtExtracted texttext/plain234116https://ri.ufs.br/jspui/bitstream/riufs/5686/2/EDILMA_MESSIAS_PORTO.pdf.txte5d380c41933885c804c6f0b7955909eMD52THUMBNAILEDILMA_MESSIAS_PORTO.pdf.jpgEDILMA_MESSIAS_PORTO.pdf.jpgGenerated Thumbnailimage/jpeg1221https://ri.ufs.br/jspui/bitstream/riufs/5686/3/EDILMA_MESSIAS_PORTO.pdf.jpg97730d4da28cccbeb7a31c1931ddb276MD53riufs/56862019-03-18 12:43:01.207oai:ufs.br:riufs/5686Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-03-18T15:43:01Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
title |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
spellingShingle |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante Porto, Edilma Messias Análise do discurso Lingüística Coesão (Linguística) Anáfora Anáfora indireta Âncora Coerência Texto Referenciação Cohesion (Linguistics) Discourse analysis Linguistics Indirect anaphora Anchor Consistency Text Referencing CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
title_full |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
title_fullStr |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
title_full_unstemmed |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
title_sort |
As anáforas indiretas e a espontaneidade na produção textual dos aprendizes da educação profissionalizante |
author |
Porto, Edilma Messias |
author_facet |
Porto, Edilma Messias |
author_role |
author |
dc.contributor.author.fl_str_mv |
Porto, Edilma Messias |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9312894546644102 |
dc.contributor.advisor1.fl_str_mv |
Lima, Geralda de Oliveira Santos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7668394878021722 |
contributor_str_mv |
Lima, Geralda de Oliveira Santos |
dc.subject.por.fl_str_mv |
Análise do discurso Lingüística Coesão (Linguística) Anáfora Anáfora indireta Âncora Coerência Texto Referenciação |
topic |
Análise do discurso Lingüística Coesão (Linguística) Anáfora Anáfora indireta Âncora Coerência Texto Referenciação Cohesion (Linguistics) Discourse analysis Linguistics Indirect anaphora Anchor Consistency Text Referencing CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Cohesion (Linguistics) Discourse analysis Linguistics Indirect anaphora Anchor Consistency Text Referencing |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The study of indirect anaphora leads to rethink the issue of anaphoric processes used in textual productions. The very coherence shall be taken as a principle of interpretation Marcuschi (2005) and, in the interim of this assertion, the indirect anaphoras are considered important in the construction of meanings and textual progression. The indirect anaphoras as noted Marcuschi (2005) have in cognitive processes and strategies to inferentially decisive basis in the activity of textualization. The use of anaphoric processes was also present in the texts constructed by the students in the classes of the course offered at the Youth Apprentice - Senac Sergipe. However, these uses occurred in different ways for young people with different levels of education. It is in this context that we seek the theoretical linguistics textual to discuss issues such as referencing objects of discourse, indirect anaphora, the anchor, the consistency considered important in the discussion of the use of process reference. Work guided by the points of view of Marcuschi (2005), Mondada; Dubois (2003), Koch (2009), Cavalcante (2010, 2011, 2012, 2013) of the light reflected on such theoretical ratio between the greater or lesser use of anaphora and indirect schooling of learners. Before we draw primarily theoretical postulates some considerations on the historical linguistics Textual because we believe that some anaphoric processes are still in line with the theoretical discussions of the first and second phase of LT also opened space to discuss the notions of text, context and subject adopted in our work. Then we discuss the referral as discursive activity to reflect on it from the anaphora, specifically, indirect, beyond the role of anchors in the construction of coherence. In order for us are guided in identifying indirect anaphora in texts of learners adopts the proposed classificatory Marcuschi (2005) which was briefly discussed. Therefore, we point out the methodological steps followed for the analysis of texts and, finally, we analyze the productions of the learners in order to track the extent to which greater or lesser use of indirect anaphora is influenced by education level of the learners. In this context, this research is configured as qualitative, given the discursive analysis of the greater or lesser use of indirect anaphora in the corpus of the work. |
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2013 |
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