Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.17851/2237-2083.29.1.487-532 http://hdl.handle.net/11449/205773 |
Resumo: | This work considers punctuation as an object of investigation with the aim of exploring institutionalized discourses about the theme in different spaces of social circulation. This work also aims to investigate in what extent these discourses have implications for the teaching of punctuation in the school context. To explore these points, it is carried out a theoretical review of linguistic studies that addresses the issue. This review demonstrates how the complexity involved in punctuation as a language phenomenon, which is relate to its own historical constitution, results in a scenario in which the way of approaching punctation is a reflex of several linguistic perspectives competing. Among these perspectives, it is emphasized four of them, which conceives the punctuation as a graphic mechanism, as a prosodic resource, as a mechanism of legibility and as an enunciative mark. Considering this theoretical discussion, several materials are explored – as official documents on Portuguese language teaching, didactic materials, and internet texts about the theme – to identify how remnants of these perspectives can be noticed by the way punctuation is approached by each material. As a result, it is seen the emergence of conflicting ideas about the role of punctuation marks in the analyzed material. Due to the instability of approaches related to punctuation, it is proposed a discussion about how challenging teaching punctation can be. Finally, it is argued in favor of an enunciative perspective as an approach that considers the complexity involved in punctuation. |
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Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teachingPontuando concepções: Dizeres institucionalizados sobre pontuação e suas implicações para o ensinoInstitutionalized discoursesPortuguese language teachingPunctuationThis work considers punctuation as an object of investigation with the aim of exploring institutionalized discourses about the theme in different spaces of social circulation. This work also aims to investigate in what extent these discourses have implications for the teaching of punctuation in the school context. To explore these points, it is carried out a theoretical review of linguistic studies that addresses the issue. This review demonstrates how the complexity involved in punctuation as a language phenomenon, which is relate to its own historical constitution, results in a scenario in which the way of approaching punctation is a reflex of several linguistic perspectives competing. Among these perspectives, it is emphasized four of them, which conceives the punctuation as a graphic mechanism, as a prosodic resource, as a mechanism of legibility and as an enunciative mark. Considering this theoretical discussion, several materials are explored – as official documents on Portuguese language teaching, didactic materials, and internet texts about the theme – to identify how remnants of these perspectives can be noticed by the way punctuation is approached by each material. As a result, it is seen the emergence of conflicting ideas about the role of punctuation marks in the analyzed material. Due to the instability of approaches related to punctuation, it is proposed a discussion about how challenging teaching punctation can be. Finally, it is argued in favor of an enunciative perspective as an approach that considers the complexity involved in punctuation.Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)Universidade Estadual Paulista (Unesp)Soncin, Geovana [UNESP]Carvalho, Tainan Garcia [UNESP]2021-06-25T10:20:59Z2021-06-25T10:20:59Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article487-532http://dx.doi.org/10.17851/2237-2083.29.1.487-532Revista de Estudos da Linguagem, v. 29, n. 1, p. 487-532, 2021.2237-20830104-0588http://hdl.handle.net/11449/20577310.17851/2237-2083.29.1.487-5322-s2.0-85099793911Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista de Estudos da Linguageminfo:eu-repo/semantics/openAccess2021-10-22T17:19:30Zoai:repositorio.unesp.br:11449/205773Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:31:54.030655Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching Pontuando concepções: Dizeres institucionalizados sobre pontuação e suas implicações para o ensino |
title |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
spellingShingle |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching Soncin, Geovana [UNESP] Institutionalized discourses Portuguese language teaching Punctuation |
title_short |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
title_full |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
title_fullStr |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
title_full_unstemmed |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
title_sort |
Reviewing conceptions: Institutionalized discourses about punctuation and its implications for teaching |
author |
Soncin, Geovana [UNESP] |
author_facet |
Soncin, Geovana [UNESP] Carvalho, Tainan Garcia [UNESP] |
author_role |
author |
author2 |
Carvalho, Tainan Garcia [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Soncin, Geovana [UNESP] Carvalho, Tainan Garcia [UNESP] |
dc.subject.por.fl_str_mv |
Institutionalized discourses Portuguese language teaching Punctuation |
topic |
Institutionalized discourses Portuguese language teaching Punctuation |
description |
This work considers punctuation as an object of investigation with the aim of exploring institutionalized discourses about the theme in different spaces of social circulation. This work also aims to investigate in what extent these discourses have implications for the teaching of punctuation in the school context. To explore these points, it is carried out a theoretical review of linguistic studies that addresses the issue. This review demonstrates how the complexity involved in punctuation as a language phenomenon, which is relate to its own historical constitution, results in a scenario in which the way of approaching punctation is a reflex of several linguistic perspectives competing. Among these perspectives, it is emphasized four of them, which conceives the punctuation as a graphic mechanism, as a prosodic resource, as a mechanism of legibility and as an enunciative mark. Considering this theoretical discussion, several materials are explored – as official documents on Portuguese language teaching, didactic materials, and internet texts about the theme – to identify how remnants of these perspectives can be noticed by the way punctuation is approached by each material. As a result, it is seen the emergence of conflicting ideas about the role of punctuation marks in the analyzed material. Due to the instability of approaches related to punctuation, it is proposed a discussion about how challenging teaching punctation can be. Finally, it is argued in favor of an enunciative perspective as an approach that considers the complexity involved in punctuation. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-25T10:20:59Z 2021-06-25T10:20:59Z 2021-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.17851/2237-2083.29.1.487-532 Revista de Estudos da Linguagem, v. 29, n. 1, p. 487-532, 2021. 2237-2083 0104-0588 http://hdl.handle.net/11449/205773 10.17851/2237-2083.29.1.487-532 2-s2.0-85099793911 |
url |
http://dx.doi.org/10.17851/2237-2083.29.1.487-532 http://hdl.handle.net/11449/205773 |
identifier_str_mv |
Revista de Estudos da Linguagem, v. 29, n. 1, p. 487-532, 2021. 2237-2083 0104-0588 10.17851/2237-2083.29.1.487-532 2-s2.0-85099793911 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista de Estudos da Linguagem |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
487-532 |
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Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808128822001795072 |