Written words, indicia of spoken words
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2010 |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Linguagem em (Dis)curso (Online) |
| Texto Completo: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243 |
Resumo: | According to the Bakhtinian view, all enunciation is just a fraction of an “uninterrupted flow of verbal communication.” How should one situate those texts written by children in their initial school years? To exclude them from such a flow would mean to assume that the child’s effort to write produces the perverse effect of an enunciative deteritorialization: as speakers, children take part in the continuous process of producing enunciations; as learners of writing, considering the usual unfamiliarity of initial conviviality, they would produce texts that are excluded from that same flow, as if they were foreigners to the words of their own native language. My goal in this work is to find, after reading a random set of texts written by children, indicia of other texts, the product of school discursive practices, whose words, recovered by the learners of writing, acquire new appreciative tones in their texts and may reveal their understanding of the words, discourses, attitudes and relations that are instituted in the school environment. |
| id |
UNISUL-3_7d667ab02075e9b9b9e9a758555cc865 |
|---|---|
| oai_identifier_str |
oai:portaldeperiodicos.animaeducacao.com.br:article/243 |
| network_acronym_str |
UNISUL-3 |
| network_name_str |
Linguagem em (Dis)curso (Online) |
| repository_id_str |
|
| spelling |
Written words, indicia of spoken wordsPalabras escritas, indicios de palabras dichasDes mots écrits, indices de paroles ditesPalavras escritas, indícios de palavras ditasEnunciationSubjectivityWritingTeachingEnunciaciónSubjetividadEscritaEnseñanzaÉnonciationSubjectivitéÉcritEnseignementEnunciaçãoSubjetividadeEscritaEnsinoAccording to the Bakhtinian view, all enunciation is just a fraction of an “uninterrupted flow of verbal communication.” How should one situate those texts written by children in their initial school years? To exclude them from such a flow would mean to assume that the child’s effort to write produces the perverse effect of an enunciative deteritorialization: as speakers, children take part in the continuous process of producing enunciations; as learners of writing, considering the usual unfamiliarity of initial conviviality, they would produce texts that are excluded from that same flow, as if they were foreigners to the words of their own native language. My goal in this work is to find, after reading a random set of texts written by children, indicia of other texts, the product of school discursive practices, whose words, recovered by the learners of writing, acquire new appreciative tones in their texts and may reveal their understanding of the words, discourses, attitudes and relations that are instituted in the school environment.Según el punto de vista bakhtiniano, toda la enunciación es apenas una fracción de una "corriente verbal ininterrupta". ¿Cómo situar en esta corriente los textos en sus primeros años de escuela? Los excluyendo de esta corriente significaría asumir que el esfuerzo de los niños para escribir produz el perverso efecto de una desterritorialización enunciativa: encuanto hablantes, los niños participarían del proceso continuo de sorpresa propio de los convivios iniciales, produzirían textos excluidos de este mismo flujo, como se fuesen extranjeros delante de las palabras de su propia lengua. Mi objetivo en este trabajo es encontrar, con base en la lectura de un conjunto aleatorio de textos escritos por niños, indicios de otros textos productos de práticas escritas adquieren nuevos tonos apreciativos en sus textos y pueden revelar sus comprensiones de las palabras, de los discursos,de las actitudes y de las relaciones que se instituyen en el ambiente escolar.Selon le point de vue bakhtinien, chaque énonciation est seulement une fraction d'un "courant de communication verbal ininterrompu". Comment situer dans ce courant les textes écrits par des enfants dans leurs premières années d'études scolaires? Les exclure de ce courant signifierait assumer que l'effort de l'enfant pour écrire produirait l'effet pervers d'un dépaysement énonciatif: étant donnée qu'il s'agit des êtres qui parlent, les enfants participeraient du procès continu de la production des énoncés; étant des apprentis de l'écrit, devant l'étrangeté propre des premiers contacts, ils produiraient des textes exclus de ce même écoulement, comme s'ils étaient des étrangers devant des mots de leur propre langue. Mon objectif, dans ce travail, est celui de rencontrer, ayant comme base la lecture d'un ensemble aléatoire des textes écrits par des enfants, des indices d'autres textes, résultats de pratiques discursives écolières dont les mots, repris par les apprentis de l'écrit, acquièrent de nouveaux tons appréciatifs dans leurs textes et peuvent révéler leurs comprehénsion des mots, des discours, des attitudes et des relations qui se produisent dans le milieu scolaire.Segundo o ponto de vista bakhtiniano, toda a enunciação é apenas uma fração de uma "corrente de comunicação verbal ininterrupta". Como situar nesta corrente os textos escritos por crianças em seus primeiros anos de escolaridade? Excluí-los desta corrente significaria assumir que o esforço da criança para escrever produz o perverso efeito de uma desterritorialização enunciativa: enquanto falantes, as crianças participariam do processo contínuo de produção de enunciados; enquanto aprendizes da escrita, face ao estranhamento próprio dos convívios iniciais, produziriam textos excluídos deste mesmo fluxo, como se fossem estrangeiros diante das palavras de sua própria língua. Meu objetivo neste trabalho é encontrar, com base na leitura de um conjunto aleatório de textos escritos por crianças, indícios de outros textos, produtos de práticas discursivas escolares cujas palavras, retomadas pelos aprendizes da escrita, adquirem novos tons apreciativos em seus textos e podem revelar suas compreensões das palavras, dos discursos, das atitudes e das relações que se instituem no ambiente escolar.Silvânia Siebert2010-09-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243Linguagem em (Dis)curso; Vol. 3 (2003): Especial; p. 9-26Linguagem em (Dis)curso; v. 3 (2003): Especial; p. 9-261982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243/258Geraldi, João Wanderleyinfo:eu-repo/semantics/openAccess2010-09-27T16:59:00Zoai:portaldeperiodicos.animaeducacao.com.br:article/243Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2010-09-27T16:59Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false |
| dc.title.none.fl_str_mv |
Written words, indicia of spoken words Palabras escritas, indicios de palabras dichas Des mots écrits, indices de paroles dites Palavras escritas, indícios de palavras ditas |
| title |
Written words, indicia of spoken words |
| spellingShingle |
Written words, indicia of spoken words Geraldi, João Wanderley Enunciation Subjectivity Writing Teaching Enunciación Subjetividad Escrita Enseñanza Énonciation Subjectivité Écrit Enseignement Enunciação Subjetividade Escrita Ensino |
| title_short |
Written words, indicia of spoken words |
| title_full |
Written words, indicia of spoken words |
| title_fullStr |
Written words, indicia of spoken words |
| title_full_unstemmed |
Written words, indicia of spoken words |
| title_sort |
Written words, indicia of spoken words |
| author |
Geraldi, João Wanderley |
| author_facet |
Geraldi, João Wanderley |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Geraldi, João Wanderley |
| dc.subject.por.fl_str_mv |
Enunciation Subjectivity Writing Teaching Enunciación Subjetividad Escrita Enseñanza Énonciation Subjectivité Écrit Enseignement Enunciação Subjetividade Escrita Ensino |
| topic |
Enunciation Subjectivity Writing Teaching Enunciación Subjetividad Escrita Enseñanza Énonciation Subjectivité Écrit Enseignement Enunciação Subjetividade Escrita Ensino |
| description |
According to the Bakhtinian view, all enunciation is just a fraction of an “uninterrupted flow of verbal communication.” How should one situate those texts written by children in their initial school years? To exclude them from such a flow would mean to assume that the child’s effort to write produces the perverse effect of an enunciative deteritorialization: as speakers, children take part in the continuous process of producing enunciations; as learners of writing, considering the usual unfamiliarity of initial conviviality, they would produce texts that are excluded from that same flow, as if they were foreigners to the words of their own native language. My goal in this work is to find, after reading a random set of texts written by children, indicia of other texts, the product of school discursive practices, whose words, recovered by the learners of writing, acquire new appreciative tones in their texts and may reveal their understanding of the words, discourses, attitudes and relations that are instituted in the school environment. |
| publishDate |
2010 |
| dc.date.none.fl_str_mv |
2010-09-27 |
| 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://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243 |
| url |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243 |
| dc.language.iso.fl_str_mv |
por |
| language |
por |
| dc.relation.none.fl_str_mv |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/243/258 |
| dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Silvânia Siebert |
| publisher.none.fl_str_mv |
Silvânia Siebert |
| dc.source.none.fl_str_mv |
Linguagem em (Dis)curso; Vol. 3 (2003): Especial; p. 9-26 Linguagem em (Dis)curso; v. 3 (2003): Especial; p. 9-26 1982-4017 reponame:Linguagem em (Dis)curso (Online) instname:Universidade do Sul de Santa Catarina (UNISUL) instacron:UNISUL |
| instname_str |
Universidade do Sul de Santa Catarina (UNISUL) |
| instacron_str |
UNISUL |
| institution |
UNISUL |
| reponame_str |
Linguagem em (Dis)curso (Online) |
| collection |
Linguagem em (Dis)curso (Online) |
| repository.name.fl_str_mv |
Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL) |
| repository.mail.fl_str_mv |
||lemd@unisul.br |
| _version_ |
1800220573059514368 |