A THEORICAL-ENUNCIATIVE REFLECTION ON THE (INTER)SUBJECTIVE RELATIONSHIP BETWEEN THE ACADEMIC AND THE TEACHER I THE PROCESS Of TEXTUAL PRODUCTION IN HIGHIER EDUCATION

• Autor(a) principal: TOLDO, Claudia
• Data de Publicação: 2022
• Outros Autores: FARINA, Luciane Schiffl
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias Interativas
• Texto Completo: https://seer.ufs.br/index.php/Travessias/article/view/17026
• topic: Enunciation; Academic textual production; Evaluative-enunciative intervention; Enunciação; Produção textual acadêmica; Intervenção avaliativo-enunciativa

Writing is an act inherent to academic and professional life and even though it is a practice provided for in official documents since Basic Education, students, especially freshmen, have difficulties in dealing with tasks that require reading and writing in the academic sphere. Given this reality, the present work is part of the concern of teaching in Higher Education regarding textual production. In this way, it is proposed to reflect on the (inter)subjective relationship – between the academic and the teacher – from an evaluative-enunciative teaching intervention. For this, we rely on the theoretical construct of Émile Benveniste, mainly with the articles “The nature of pronouns” (1956) and “On subjectivity in language” (1958) contained in Problems in General Linguistics I - PLG I - and “A language and human experience” (1965) from Problems in General Linguistics – PLG II. It is assumed that the student, taking the place of the speaker-self, counts on the teacher you-speaker who guides his (re)writing so that he achieves the evolution of his enunciation, reaching the position of subject.