Retextualizando notícias em conto de mistério : a construção do tópico discursivo em estratégias de escritura em sala de aula

• Autor(a) principal: TORRES, Aline Bezerra
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8050
• topic: Linguística textual; Retextualização; Tópico discursivo; LINGUISTICA, LETRAS E ARTES::LETRAS

This research investigates the formulation and maintenance of the discursive topics in retextualizations produced by 9th grade students from a public High School in the city of Petrolina-PE. This research is inserted in the field of Textual Linguistics, since we have the text as object of study. As a theoretical-methodological basis, we rely on the conception of genres (BAKHTIN 2010, DOLZ and SCHNEUWLY 1999, 2004, MARCUSCHI 2002, 2008a and ANTUNES 2002, 2010); to contribute to the process of retextualization of genres (MATÊNCIO 2002, DELL'ISOLA 2007 and MARCUSCHI 2008b, DIKSON 2017), and for discursive topic we appropriate of the investigations by (ILARI et al. 1993, LINS 2008, JUBRAN 2006, KOCH and ELIAS 2008, FÁVERO 2010 and DIKSON 2015), who brought the conceptions of subtopic and topical segment, having the topicality as the process written or spoken text organizer. As a methodology for conducting the project was used the action research through a didactic project involving the genres news and mystery tale, for its development three workshops were held: the first one with gender news, the second one with the tale of mystery and the third with the retextualization that had by base text a news for transformation into a tale of mystery. For analysis of the selected data we selected three texts produced by the students and the topical picture of each of them to, from the topical news frames, compare topical topics, subtopics, and segments of the news kept in the tale, verifying which disappeared and which appeared, analyzing the changes according to the genre in question. Therefore, we can verify that the work with retextualization contributes to a better learning of the gender, both structural and related to use issues and that this process contributes to better understanding of the text, thus confirmed with the topical question of the texts produced by students.