O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6026 |
Resumo: | The entrance exam writing is seen by many pre-university students as one of the most complex and challenging textual production practices by which high school graduates, who intend to apply for a place in a higher education course, from private or public Higher Education Institutions in the country, pass during the academic path. In addition, many institutions require the writing of copies of specific genres, as is the case of the Western Paraná State (Unioeste), which uses genres of predominantly argumentative typology in its essay tests, such as the opinion article, the letter from the reader and the interpretive-critical commentary (CIC), the latter being our object of study. Used for the first time in the writing test of the 2015 Entrance Exam Contest, CIC is the least chosen genre by university students in the Unioeste writing tests. This is due to the fact that it is a new genre and without totally equivalent copies circulating in the social sphere, in addition to not being a school genre, which leaves the entrance exam without theoretical or practical bases to produce an example of this genre. Therefore, the purpose of this qualitative research with an interpretive nature is to analyze copies of the CIC genre of the Unioeste writing test to identify its constitutive nature and describe its characteristics, in order to subsequently support pedagogical strategies in the classroom. In order to achieve this purpose, the following specific objectives were outlined: explanation of the situational characteristics of the genre, analysis of a corpus of 25 essays belonging to the CIC genre and the elaboration of a Didactic Model of the CIC genre. The theoretical foundation of this research is based on the theoretical-methodological framework of Sociodiscursive Interactionism in the contributions of Textual Linguistics and Normative Grammar of the Portuguese Language. The theoretical contributions of Bronckart (2007), proponent of the ISD Cristovão (2001) and Machado (2004, 2009), were especially useful for this research. Regarding the didactic model used in the research, the investigation was based on Cristovão et al. (2006), which approach the MDG based on the analysis recommended by the ISD, Dolz and Schneuwly (2004), Pietro, Érard and Kaneman-Pougatch (1996/1997) and Pietro and Schneuwly (2003) and Adam (2011, 2019). Based on the results obtained from the analysis of the CIC, we have, as main characteristics of the prototypical CIC, the use of a basic structure of essays of argumentative typology entrance exams (introduction, development and conclusion) and its constitutive elements - the thesis / point of view, arguments and the closure of ideas. In addition, there are retakes of the analyzed/commented/interpreted text or of the theme, proposed by the consignment, throughout the writing, some interdisciplinary argumentative strategies and greater adherence to the correction criteria of the Unioeste examining board. It is expected that the MDG proposal of the CIC genre made throughout this dissertation can help teachers of basic education or preparatory courses, for example, to develop teaching strategies for the production of CIC aimed at the writing test of Unioeste's Entrance Exams. |
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Seide, Marcia Sipaviciushttp://lattes.cnpq.br/4504090079299411Seide, Marcia Sipaviciushttp://lattes.cnpq.br/4504090079299411Baumgartner, Carmen Teresinhahttp://lattes.cnpq.br/4125351448244478Cristovão, Vera Lúcia Lopeshttp://lattes.cnpq.br/1931255173410776http://lattes.cnpq.br/6471516412166365Vaz, Alex Meneghete2022-05-10T14:30:11Z2022-04-06VAZ, Alex Meneghete. O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório. 2022. 282 f. Dissertação (Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.https://tede.unioeste.br/handle/tede/6026The entrance exam writing is seen by many pre-university students as one of the most complex and challenging textual production practices by which high school graduates, who intend to apply for a place in a higher education course, from private or public Higher Education Institutions in the country, pass during the academic path. In addition, many institutions require the writing of copies of specific genres, as is the case of the Western Paraná State (Unioeste), which uses genres of predominantly argumentative typology in its essay tests, such as the opinion article, the letter from the reader and the interpretive-critical commentary (CIC), the latter being our object of study. Used for the first time in the writing test of the 2015 Entrance Exam Contest, CIC is the least chosen genre by university students in the Unioeste writing tests. This is due to the fact that it is a new genre and without totally equivalent copies circulating in the social sphere, in addition to not being a school genre, which leaves the entrance exam without theoretical or practical bases to produce an example of this genre. Therefore, the purpose of this qualitative research with an interpretive nature is to analyze copies of the CIC genre of the Unioeste writing test to identify its constitutive nature and describe its characteristics, in order to subsequently support pedagogical strategies in the classroom. In order to achieve this purpose, the following specific objectives were outlined: explanation of the situational characteristics of the genre, analysis of a corpus of 25 essays belonging to the CIC genre and the elaboration of a Didactic Model of the CIC genre. The theoretical foundation of this research is based on the theoretical-methodological framework of Sociodiscursive Interactionism in the contributions of Textual Linguistics and Normative Grammar of the Portuguese Language. The theoretical contributions of Bronckart (2007), proponent of the ISD Cristovão (2001) and Machado (2004, 2009), were especially useful for this research. Regarding the didactic model used in the research, the investigation was based on Cristovão et al. (2006), which approach the MDG based on the analysis recommended by the ISD, Dolz and Schneuwly (2004), Pietro, Érard and Kaneman-Pougatch (1996/1997) and Pietro and Schneuwly (2003) and Adam (2011, 2019). Based on the results obtained from the analysis of the CIC, we have, as main characteristics of the prototypical CIC, the use of a basic structure of essays of argumentative typology entrance exams (introduction, development and conclusion) and its constitutive elements - the thesis / point of view, arguments and the closure of ideas. In addition, there are retakes of the analyzed/commented/interpreted text or of the theme, proposed by the consignment, throughout the writing, some interdisciplinary argumentative strategies and greater adherence to the correction criteria of the Unioeste examining board. It is expected that the MDG proposal of the CIC genre made throughout this dissertation can help teachers of basic education or preparatory courses, for example, to develop teaching strategies for the production of CIC aimed at the writing test of Unioeste's Entrance Exams.A redação de vestibular é vista por muitos pré-vestibulandos como uma das práticas de produção textual mais complexas e desafiadoras pela qual os egressos do Ensino Médio, que pretendem pleitear uma vaga em um curso superior, de Instituições de Ensino Superior privadas ou públicas do país, passam durante o percurso acadêmico. Além disso, muitas instituições exigem a escrita de exemplares de gêneros específicos, como é o caso da Universidade Estadual do Oeste do Paraná (Unioeste), a qual utiliza em suas provas de redações gêneros de tipologia predominantemente argumentativa, como o artigo de opinião, a carta do leitor e o comentário interpretativocrítico (CIC), sendo este último nosso objeto de estudo. Utilizado pela primeira vez na prova de redação do Concurso Vestibular 2015, o CIC é o gênero menos escolhido pelos vestibulandos nas provas de redação da Unioeste. Isso se deve pelo fato de ser um gênero novo e sem exemplares totalmente equivalentes circulando em âmbito social, além de não ser um gênero escolar, o que deixa o vestibulando sem bases teóricas ou práticas para produzir um exemplar deste gênero. Por isso, o intuito desta pesquisa qualitativa de cunho interpretativista é analisar exemplares do gênero CIC da prova de redação da Unioeste para identificação de sua constitutividade e descrição de suas características, com o intuito de, posteriormente, subsidiar estratégias pedagógicas em sala de aula. Para o alcance deste propósito, foram delineados os seguintes objetivos específicos: explicitar as características situacionais do gênero, analisar um corpus de 25 redações pertencentes ao gênero CIC e elaborar um Modelo Didático do Gênero CIC. A fundamentação teórica desta pesquisa está baseada no quadro teórico-metodológico do Interacionismo Sociodiscursivo, nas contribuições da Linguística Textual e da Gramática Normativa da Língua Portuguesa. Foram especialmente úteis a esta pesquisa os aportes teóricos de Bronckart (2007), propulsor do ISD, Cristovão (2001) e Machado (2004, 2009). Com relação ao modelo didático, a investigação se pautou em Cristovão e Machado (2009), as quais abordam o MDG com base na análise preconizada pelo ISD, Dolz e Schneuwly (2004), de Pietro, Érard e Kaneman-Pougatch (1996/1997) e de Pietro e Schneuwly (2003). Com base nos resultados, temos, como principais características dos CIC prototípicos, a utilização de uma estrutura basilar de redações de concursos vestibulares de tipologia argumentativa (introdução, desenvolvimento e conclusão) e seus elementos constitutivos – a tese/ponto de vista, os argumentos e o fechamento das ideias. Além disso, há retomadas do texto analisado/comentado/interpretado ou da temática, proposta pela consigna. Ao longo da redação, há algumas estratégias argumentativas interdisciplinares e maior adesão aos critérios de correção da banca examinadora da Unioeste. Espera-se que a proposta de MDG CIC possa auxiliar professores da educação básica ou de cursinhos preparatórios, por exemplo, a elaborarem estratégias de ensino de produção de CIC voltados para a prova de redação dos Concursos Vestibulares da Unioeste.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2022-05-10T14:30:11Z No. of bitstreams: 2 Alex_Vaz2022.pdf: 2461833 bytes, checksum: 910e2b8bf0ce132079d8aa1b1c7cef9d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-10T14:30:11Z (GMT). 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dc.title.por.fl_str_mv |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
dc.title.alternative.eng.fl_str_mv |
The interpretive-critical commentary genre in Unioeste vestibular essays: an exploratory study |
title |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
spellingShingle |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório Vaz, Alex Meneghete Redação de vestibular Comentário interpretativo-crítico Interacionismo Sociodiscursivo Descrição de gênero Entrance exam essay Interpretive-critical commentary Sociodiscursive Interactionism Genre description Linguagem e Sociedade |
title_short |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
title_full |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
title_fullStr |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
title_full_unstemmed |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
title_sort |
O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório |
author |
Vaz, Alex Meneghete |
author_facet |
Vaz, Alex Meneghete |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Seide, Marcia Sipavicius |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4504090079299411 |
dc.contributor.referee1.fl_str_mv |
Seide, Marcia Sipavicius |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4504090079299411 |
dc.contributor.referee2.fl_str_mv |
Baumgartner, Carmen Teresinha |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4125351448244478 |
dc.contributor.referee3.fl_str_mv |
Cristovão, Vera Lúcia Lopes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1931255173410776 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6471516412166365 |
dc.contributor.author.fl_str_mv |
Vaz, Alex Meneghete |
contributor_str_mv |
Seide, Marcia Sipavicius Seide, Marcia Sipavicius Baumgartner, Carmen Teresinha Cristovão, Vera Lúcia Lopes |
dc.subject.por.fl_str_mv |
Redação de vestibular Comentário interpretativo-crítico Interacionismo Sociodiscursivo Descrição de gênero |
topic |
Redação de vestibular Comentário interpretativo-crítico Interacionismo Sociodiscursivo Descrição de gênero Entrance exam essay Interpretive-critical commentary Sociodiscursive Interactionism Genre description Linguagem e Sociedade |
dc.subject.eng.fl_str_mv |
Entrance exam essay Interpretive-critical commentary Sociodiscursive Interactionism Genre description |
dc.subject.cnpq.fl_str_mv |
Linguagem e Sociedade |
description |
The entrance exam writing is seen by many pre-university students as one of the most complex and challenging textual production practices by which high school graduates, who intend to apply for a place in a higher education course, from private or public Higher Education Institutions in the country, pass during the academic path. In addition, many institutions require the writing of copies of specific genres, as is the case of the Western Paraná State (Unioeste), which uses genres of predominantly argumentative typology in its essay tests, such as the opinion article, the letter from the reader and the interpretive-critical commentary (CIC), the latter being our object of study. Used for the first time in the writing test of the 2015 Entrance Exam Contest, CIC is the least chosen genre by university students in the Unioeste writing tests. This is due to the fact that it is a new genre and without totally equivalent copies circulating in the social sphere, in addition to not being a school genre, which leaves the entrance exam without theoretical or practical bases to produce an example of this genre. Therefore, the purpose of this qualitative research with an interpretive nature is to analyze copies of the CIC genre of the Unioeste writing test to identify its constitutive nature and describe its characteristics, in order to subsequently support pedagogical strategies in the classroom. In order to achieve this purpose, the following specific objectives were outlined: explanation of the situational characteristics of the genre, analysis of a corpus of 25 essays belonging to the CIC genre and the elaboration of a Didactic Model of the CIC genre. The theoretical foundation of this research is based on the theoretical-methodological framework of Sociodiscursive Interactionism in the contributions of Textual Linguistics and Normative Grammar of the Portuguese Language. The theoretical contributions of Bronckart (2007), proponent of the ISD Cristovão (2001) and Machado (2004, 2009), were especially useful for this research. Regarding the didactic model used in the research, the investigation was based on Cristovão et al. (2006), which approach the MDG based on the analysis recommended by the ISD, Dolz and Schneuwly (2004), Pietro, Érard and Kaneman-Pougatch (1996/1997) and Pietro and Schneuwly (2003) and Adam (2011, 2019). Based on the results obtained from the analysis of the CIC, we have, as main characteristics of the prototypical CIC, the use of a basic structure of essays of argumentative typology entrance exams (introduction, development and conclusion) and its constitutive elements - the thesis / point of view, arguments and the closure of ideas. In addition, there are retakes of the analyzed/commented/interpreted text or of the theme, proposed by the consignment, throughout the writing, some interdisciplinary argumentative strategies and greater adherence to the correction criteria of the Unioeste examining board. It is expected that the MDG proposal of the CIC genre made throughout this dissertation can help teachers of basic education or preparatory courses, for example, to develop teaching strategies for the production of CIC aimed at the writing test of Unioeste's Entrance Exams. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-10T14:30:11Z |
dc.date.issued.fl_str_mv |
2022-04-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
VAZ, Alex Meneghete. O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório. 2022. 282 f. Dissertação (Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6026 |
identifier_str_mv |
VAZ, Alex Meneghete. O gênero comentário interpretativo-crítico em redações do vestibular da Unioeste: um estudo exploratório. 2022. 282 f. Dissertação (Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
https://tede.unioeste.br/handle/tede/6026 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
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