The forms of teacher intervention in the student's text and construction of intersubjectivity

Detalhes bibliográficos
Autor(a) principal: Cayser, Elisane Regina
Data de Publicação: 2016
Outros Autores: Crestani, Luciana Maria, Diedrich, Marlete Sandra
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p1415
Resumo: It is known that, in most cases, text production in the school environment is mostly formed by an artificialized discursive process, and somehow empty in terms of intersubjective interaction. The student writes to get a grade. The teacher corrects it to give a grade. This summarizes the interactional purpose triggered by the production of enunciation. Such perspective falls short considering the primary objective of the school: to develop the discursive competence of students effectively through writing and rewriting practices mediated by the teacher. Hence, in the light of concepts by Benveniste (2005) on the subjectivity in language, and by Bakhtin (2003) about enunciation/text as discursive communication units, the forms of text corrections listed by Ruiz (2010) as teacher intervention strategies in the student's text were analyzed in order to discuss the writing and rewriting process on an expository approach. The analysis shows that, depending on the intervention strategies used, different degrees of interaction are established, and, in some cases, almost erased.
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spelling The forms of teacher intervention in the student's text and construction of intersubjectivityLas formas de intervención del profesor en el texto del alumno y la construcción de la intersubjetividadAs formas de intervenção do professor no texto do aluno e a construção da intersubjetividadeIt is known that, in most cases, text production in the school environment is mostly formed by an artificialized discursive process, and somehow empty in terms of intersubjective interaction. The student writes to get a grade. The teacher corrects it to give a grade. This summarizes the interactional purpose triggered by the production of enunciation. Such perspective falls short considering the primary objective of the school: to develop the discursive competence of students effectively through writing and rewriting practices mediated by the teacher. Hence, in the light of concepts by Benveniste (2005) on the subjectivity in language, and by Bakhtin (2003) about enunciation/text as discursive communication units, the forms of text corrections listed by Ruiz (2010) as teacher intervention strategies in the student's text were analyzed in order to discuss the writing and rewriting process on an expository approach. The analysis shows that, depending on the intervention strategies used, different degrees of interaction are established, and, in some cases, almost erased.Se sabe que, la mayoría de las veces, la producción textual en el ambiente escolar se constituye por un proceso discursivo artificial y, de cierto modo, vacío en términos de interacción intersubjetiva. El alumno escribe para obtener nota. El profesor corrige para atribuir nota. A esto se resume el objetivo de interacción desencadenado en la producción del enunciado. Tal perspectiva deja que desear cuando se toma en cuenta que el objetivo primero de la escuela es desarrollar la competencia discursiva de los alumnos y de que esto se efectiva a través de prácticas de escritura y reescritura mediadas por el profesor. En este sentido, a la luz de conceptos de Benveniste (2005) sobre la subjetividad en el lenguaje y de Bakhtin (2003) sobre enunciado/texto como unidad de comunicación discursiva, se analizan las formas de corrección textual enumeradas por Ruiz (2010) como estrategias de intervención del profesor en el texto del alumno, para discutir el proceso de escritura y reescritura en un abordaje enunciativo. El análisis muestra que, dependiendo de las estrategias de intervención utilizadas, se establecen diversos grados de interacción y, en algunos casos, es casi anulada.Sabe-se que, na maioria das vezes, a produção textual no ambiente escolar constitui-se de um processo discursivo artificializado e, de certo modo, vazio em termos de interação intersubjetiva. O aluno escreve para obter nota. O professor corrige para atribuir nota. A isso se resume o propósito interacional desencadeado com a produção do enunciado. Tal perspectiva deixa a desejar quando se leva em conta que o objetivo primeiro da escola é desenvolver a competência discursiva dos alunos e de que isso se efetiva através de práticas de escrita e reescrita mediadas pelo professor. Nesse sentido, à luz de concepções de Benveniste (2005) acerca da subjetividade na linguagem e de Bakhtin (2003) sobre enunciado/texto como unidade da comunicação discursiva, analisam-se as formas de correção textual elencadas por Ruiz (2010) enquanto estratégias de intervenção do professor no texto do aluno, com vistas a discutir o processo de escrita e reescrita numa abordagem enunciativa. A análise aponta que, dependendo das estratégias de intervenção utilizadas, diferentes graus de interação se estabelecem, sendo que, em alguns casos, ela é quase que apagada.Programa de Pós-Graduação em Linguística - UFSC2016-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p141510.5007/1984-8412.2016v13n3p1415Fórum Linguístico; Vol. 13 No. 3 (2016); 1415-1429Fórum Linguístico; Vol. 13 Núm. 3 (2016); 1415-1429Fórum Linguístico; v. 13 n. 3 (2016); 1415-14291984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p1415/32722Copyright (c) 2016 Fórum Linguísticoinfo:eu-repo/semantics/openAccessCayser, Elisane ReginaCrestani, Luciana MariaDiedrich, Marlete Sandra2020-01-16T11:54:01Zoai:periodicos.ufsc.br:article/45219Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:28.667957Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The forms of teacher intervention in the student's text and construction of intersubjectivity
Las formas de intervención del profesor en el texto del alumno y la construcción de la intersubjetividad
As formas de intervenção do professor no texto do aluno e a construção da intersubjetividade
title The forms of teacher intervention in the student's text and construction of intersubjectivity
spellingShingle The forms of teacher intervention in the student's text and construction of intersubjectivity
Cayser, Elisane Regina
title_short The forms of teacher intervention in the student's text and construction of intersubjectivity
title_full The forms of teacher intervention in the student's text and construction of intersubjectivity
title_fullStr The forms of teacher intervention in the student's text and construction of intersubjectivity
title_full_unstemmed The forms of teacher intervention in the student's text and construction of intersubjectivity
title_sort The forms of teacher intervention in the student's text and construction of intersubjectivity
author Cayser, Elisane Regina
author_facet Cayser, Elisane Regina
Crestani, Luciana Maria
Diedrich, Marlete Sandra
author_role author
author2 Crestani, Luciana Maria
Diedrich, Marlete Sandra
author2_role author
author
dc.contributor.author.fl_str_mv Cayser, Elisane Regina
Crestani, Luciana Maria
Diedrich, Marlete Sandra
description It is known that, in most cases, text production in the school environment is mostly formed by an artificialized discursive process, and somehow empty in terms of intersubjective interaction. The student writes to get a grade. The teacher corrects it to give a grade. This summarizes the interactional purpose triggered by the production of enunciation. Such perspective falls short considering the primary objective of the school: to develop the discursive competence of students effectively through writing and rewriting practices mediated by the teacher. Hence, in the light of concepts by Benveniste (2005) on the subjectivity in language, and by Bakhtin (2003) about enunciation/text as discursive communication units, the forms of text corrections listed by Ruiz (2010) as teacher intervention strategies in the student's text were analyzed in order to discuss the writing and rewriting process on an expository approach. The analysis shows that, depending on the intervention strategies used, different degrees of interaction are established, and, in some cases, almost erased.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p1415
10.5007/1984-8412.2016v13n3p1415
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p1415
identifier_str_mv 10.5007/1984-8412.2016v13n3p1415
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2016v13n3p1415/32722
dc.rights.driver.fl_str_mv Copyright (c) 2016 Fórum Linguístico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Fórum Linguístico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 13 No. 3 (2016); 1415-1429
Fórum Linguístico; Vol. 13 Núm. 3 (2016); 1415-1429
Fórum Linguístico; v. 13 n. 3 (2016); 1415-1429
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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