A escrita no ensino médio: uma análise comparativa de produções escolares maranhenses
In this article we will present a discussion about authorship in high school students production in the state of Maranhão. This discussion is the result of the collective project The production in Portuguese Language classes: style and object of teaching (A produção nas aulas de Língua Portuguesa: e...
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/gelne/article/view/19976 |
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| Resumo: | In this article we will present a discussion about authorship in high school students production in the state of Maranhão. This discussion is the result of the collective project The production in Portuguese Language classes: style and object of teaching (A produção nas aulas de Língua Portuguesa: estilo e objeto de ensino), financed by the Foundation for the Research Support and Scientific and Technological Development of Maranhão (FAPEMA - Universal Notice/Procedure 00090/2016). It is an ethnographic research with a qualitative focus that included observation and data collection in public schools located in the city of São Luís, Bacabal and Codó. The research question from which we started was: to what extent has written work in textual production classes led students to produce authorial texts? To answer this question, we present the fundamental theoretical concepts to this research, such as authorship, singularity, style and subjectivity, employing authors such as Foucault (1969; 1983); Chartier (1990); Possenti (2002); Lacan (1961; 1975-1976); and Benveniste (1988). We also carried out the analysis of two textual productions made by high school graduates and, through a comparative analysis, we could see that the choice of school dissertation genre had a negative influence on the subjectivity expression in the analyzed texts. However, it was possible to perceive authorship evidence in one of the analyzed texts and these evidences were present, in the choice of a clear enunciative project, manifested through the use of modal lexemes (implicit modality) and the organization of speeches other . Finally, it was possible to notice how an analysis of the linguistic-discursive marks of subjectivity expression is an important instrument for the discussion on authorship. |
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