O fenômeno da responsabilidade enunciativa a partir do gênero de discurso carta do leitor: uma proposta didática para estudantes do ensino fundamental
Considering our understanding that when we speak or write, we leave marks that identify who is responsible for saying in the text, this research aimed to investigate the phenomenon of the (non) assumption of the Enunciative Responsibility in the discourse genre reader's letter produced by st...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28318 |
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| Resumo: | Considering our understanding that when we speak or write, we leave marks that
identify who is responsible for saying in the text, this research aimed to investigate the
phenomenon of the (non) assumption of the Enunciative Responsibility in the
discourse genre reader's letter produced by students of 7th grade of elementary. To
theoretically support our work, we are guided by the works Adam (1997, 1999, 2011,
2012), Alves Filho (2011), Antunes (2009, 2010), Bakhtin (2011), Bezerra (2010),
Gomes (2014, 2015), Fávero and Koch (1998, 2012), Koch (1997, 2002, 2013),
Marcushi (2002, 2008, 2010), Passeggi et. al. (2010), Rodrigues et al. (2010), among
others. From the point of view of methodology, we base ourselves on Thiollent (2011),
considering it to be an action research, that is, in the classroom, as a full professor and
researcher, together with the students served, we detain a problem situation in the
desire to understand it and define alternatives for answers or solutions. From the point
of view of the Didactic Sequence (DS), we follow the contributions of Dolz, Schneuwly
and Noverraz (2011), with the purpose of schooling the reader's letter speech genre
and request its production after the orientation of the searched linguistic knowledge,
aiming also observe how students express themselves in the text itself. Our corpus
consists of 16 letters produced by students of 7th grade of elementary school of a
public school in the city of Jardim do Seridó-RN. Regarding the results, we can say
that there is a predominance of the student's voice, although we find, in a slight
recurrence, the voice of other enunciative sources, such as the writer Rosely Sayão,
author of the article that motivated the writing of the reader's letters analyzed in this
work. Regarding the linguistic marks identified in the reader's letter analyzed, we have:
indices of people, connectors, assertions, adjectives, adverbs, verbs in 1st person
singular, verbs in 1st person plural, verbs in 3rd person singular, modalizers, among
others. All these marks helped in identifying the voices present in the text and became
of great importance in the argumentative orientation of the enunciator. We can also
point out several meaning effects constructed by the voices present in the text, namely:
opinion contrary to the excessive use of the cell phone and appropriation of the other's
voice to influence the interlocutor's Point of View (PoV), among others. Finally, besides
the systematized theoretical contribution and the analysis and discussion of the
obtained data, we systematized the didactic proposal created by us in line with the
lived experience, with the scope of disseminating the theme studied in order to serve
as guidance and to be applied in classes of students of the final years of elementary
school with the discourse genre reader's letter or other genre of interest of the teacher.
Thus, we culminated in a study that enabled, from the results obtained, we realize that
when we use language, our image is in the text, and can be recognized from what
evidences the phenomenon of Enunciative Responsibility, therefore, we must assume
what is said in the text, since this disregards the escape from the marks used in the
explanation of information recorded through writing. |
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