THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EntreLetras |
Texto Completo: | https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/5182 |
Resumo: | This paper is based on Bakhtin's studies to analyze the emergence of the student as a subject that produces statements in the interaction with the other. For this, it is important to have clarity about his discursive project, to know the discursive genre he wants to produce and the sphere of human activity in which he intends to act. In this perspective, the objective of the research was to observe texts produced by students of the 7th year of elementary school, without the elements of interaction established, and compare them with texts produced at the end of a didactic procedure, at which time the students already understood their productions as concrete statements in the service of a situation of interaction. As a theoretical background we turn to Bakhtin (2010 [1979]), Volochínov (2013 [1975]) and authors who dialogue with the dialogical conception of language. We compare versions of texts produced by the students: the first: diagnostic production, before the work of the text as a statement, and a later one, with students aware of their participation in the discursive current that circulates socially. The results demonstrate a greater concern with the use of language when they perceive themselves inserted in a real situation of communication. |
id |
UFT-4_b26d1fee359a8f8f2b3b64d0b4957a4a |
---|---|
oai_identifier_str |
oai:ojs2.ufnt.acessoacademico.com.br:article/5182 |
network_acronym_str |
UFT-4 |
network_name_str |
EntreLetras |
repository_id_str |
|
spelling |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCESO ALUNO COMO PRODUTOR DE ENUNCIADOS ESCRITOSThis paper is based on Bakhtin's studies to analyze the emergence of the student as a subject that produces statements in the interaction with the other. For this, it is important to have clarity about his discursive project, to know the discursive genre he wants to produce and the sphere of human activity in which he intends to act. In this perspective, the objective of the research was to observe texts produced by students of the 7th year of elementary school, without the elements of interaction established, and compare them with texts produced at the end of a didactic procedure, at which time the students already understood their productions as concrete statements in the service of a situation of interaction. As a theoretical background we turn to Bakhtin (2010 [1979]), Volochínov (2013 [1975]) and authors who dialogue with the dialogical conception of language. We compare versions of texts produced by the students: the first: diagnostic production, before the work of the text as a statement, and a later one, with students aware of their participation in the discursive current that circulates socially. The results demonstrate a greater concern with the use of language when they perceive themselves inserted in a real situation of communication.Este trabalho fundamenta-se nos estudos de Bakhtin para analisar a emergência doo aluno como sujeito que produz enunciados na interação com o outro. Para isso, é importante ter clareza sobre seu projeto discursivo, conhecer o gênero discursivo que quer produzir e a esfera de atividade humana na qual pretende atuar. Nessa perspectiva, o objetivo da pesquisa realizada foi observar textos produzidos por alunos do 7º ano do Ensino Fundamental, sem os elementos de interação estabelecidos, e compará-los com textos produzidos ao final de um procedimento didático, momento em que os alunos já compreendiam suas produções como enunciados concretos a serviço de uma situação de interação. Como embasamento teórico recorremos a Bakhtin (2010[1979]), Volochínov (2013[1975]) e autores que dialogam com a concepção dialógica da linguagem. Comparamos versões de textos produzidos pelos alunos: a primeira: produção diagnóstica, antes do trabalho do texto como enunciado, e outra posterior, com os alunos conscientes de sua participação na corrente discursiva que circula socialmente. Os resultados demonstram uma preocupação maior com o uso da linguagem ao se perceberem inseridos numa situação real de comunicação.Universidade Federal do Norte do Tocantins2018-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/518210.20873/uft.2179-3948.2018v9n2p387EntreLetras; v. 9 n. 2 (2018): PROFLETRAS E A PRÁTICA PEDAGÓGICA NO ENSINO-APRENDIZAGEM DE LÍNGUA E LITERATURA; 387 - 4092179-3948reponame:EntreLetrasinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/5182/14371Copyright (c) 2018 EntreLetrasinfo:eu-repo/semantics/openAccessOrtega, Leliane ReginaCosta-Hübbes, Terezinha da Conceição2018-11-07T17:10:55Zoai:ojs2.ufnt.acessoacademico.com.br:article/5182Revistahttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/indexPUBhttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/oaientreletrasuft@gmail.com || dirpesq@ufnt.edu.br2179-39482178-9479opendoar:2018-11-07T17:10:55EntreLetras - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES O ALUNO COMO PRODUTOR DE ENUNCIADOS ESCRITOS |
title |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
spellingShingle |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES Ortega, Leliane Regina |
title_short |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
title_full |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
title_fullStr |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
title_full_unstemmed |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
title_sort |
THE STUDENT AS A PRODUCER OF WRITTEN UTTERANCES |
author |
Ortega, Leliane Regina |
author_facet |
Ortega, Leliane Regina Costa-Hübbes, Terezinha da Conceição |
author_role |
author |
author2 |
Costa-Hübbes, Terezinha da Conceição |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ortega, Leliane Regina Costa-Hübbes, Terezinha da Conceição |
description |
This paper is based on Bakhtin's studies to analyze the emergence of the student as a subject that produces statements in the interaction with the other. For this, it is important to have clarity about his discursive project, to know the discursive genre he wants to produce and the sphere of human activity in which he intends to act. In this perspective, the objective of the research was to observe texts produced by students of the 7th year of elementary school, without the elements of interaction established, and compare them with texts produced at the end of a didactic procedure, at which time the students already understood their productions as concrete statements in the service of a situation of interaction. As a theoretical background we turn to Bakhtin (2010 [1979]), Volochínov (2013 [1975]) and authors who dialogue with the dialogical conception of language. We compare versions of texts produced by the students: the first: diagnostic production, before the work of the text as a statement, and a later one, with students aware of their participation in the discursive current that circulates socially. The results demonstrate a greater concern with the use of language when they perceive themselves inserted in a real situation of communication. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-28 |
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://periodicos.ufnt.edu.br/index.php/entreletras/article/view/5182 10.20873/uft.2179-3948.2018v9n2p387 |
url |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/5182 |
identifier_str_mv |
10.20873/uft.2179-3948.2018v9n2p387 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/5182/14371 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 EntreLetras info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 EntreLetras |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
dc.source.none.fl_str_mv |
EntreLetras; v. 9 n. 2 (2018): PROFLETRAS E A PRÁTICA PEDAGÓGICA NO ENSINO-APRENDIZAGEM DE LÍNGUA E LITERATURA; 387 - 409 2179-3948 reponame:EntreLetras instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
EntreLetras |
collection |
EntreLetras |
repository.name.fl_str_mv |
EntreLetras - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
entreletrasuft@gmail.com || dirpesq@ufnt.edu.br |
_version_ |
1808458994046468096 |