Banca de DEFESA: REGINA MARIA FIRMINO BEZERRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : REGINA MARIA FIRMINO BEZERRA
DATA : 27/03/2024
HORA: 09:30
LOCAL: Modalidade remota via Google Meet - Campus Avançado de Pau dos Ferros (CAPF)
TÍTULO:

THE OPEN LETTER IN PORTUGUESE CLASSROOM LESSONS: AN ANALYSIS OF THE COMMITMENT AND AUTHORIAL STANCE

PALAVRAS-CHAVES:

Commitment; Author’s point of view; Author’s Stance; Open Letter.

PÁGINAS: 110
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

This research focuses on the improvement of pedagogical practices of Portuguese teachers of the Brazilian public school system, especially with regard to the production and reception of texts written by students. It aims to investigate how polyphonic cohesion occurs in the open letter genre produced by 8th and 9th grade students. The research seeks to analyze how students indicate in the text the enunciative responsibility for what is said and how they build an authorial positioning (engagement or instantiation) in this genre. In view of the interventional character of the work of the Professional Master’s Program in Letters, this research aims, as a more immediate contribution, through pedagogical workshops, a collaboration to remedy the difficulties of elementary school students regarding the management of other points of view in the text, especially with the intention of assisting them in the construction of their own point of view. Theoretically, this research is guided by the studies of Adam (2011, 2019, 2022) in the context of Textual Analysis of Discourses, in dialogue with research in the field of enunciation with studies already developed in the area of Textual Linguistics and with discussions about the teaching of text production in Portuguese Language classes. In methodological terms, it follows a qualitative, descriptive and interpretative approach. It works directly in the classroom. Therefore, the study presents the character of an action research (TRIPP, 2005), due to its interventional purpose. For the execution in the classroom, pedagogical workshops were applied following what is planned in the Reading to Learn Program (Read to Learn), in which, through successive interconnected circles, writing and reading activities are developed, in groups and individuals, students (LÊDO; BEZERRA; COSTA-MACIEL, 2022). The program consists of a set of options for integrating reading and writing with the school curriculum that includes preparation for individual reading and reading, joint and individual constructions, detailed writing and rewriting with a focus on grammatical structure and graphology. The corpus of this study consists of three open letters produced by students of the 8th and 9th grade of elementary school, in which we seek to analyze the point of view, imputation and linguistic marks in which the assumption of commitment occurs. As a result, we perceive the authorship present in the letters written by the students, from their organization to the brands and the different enunciative postures of the first enunciating speakers. We saw, from the use of modalizers that the L1/E1 agree with the content of the POV of the other, establishing a relationship of enunciative responsibility. With this work, it is intended to contribute to the area of linguistic studies of the text and speech for the strengthening of research in the scope of commitment and the research group to which this research is linked.

MEMBROS DA BANCA:
Interna - 7992 - CRÍGINA CIBELLE PEREIRA
Externa à Instituição - CÉLIA MARIA DE MEDEIROS - UFRN
Externa à Instituição - EMILIANA SOUZA SOARES - IFRN
Interna - 13030 - JACIARA LIMEIRA DE AQUINO
Presidente - 7981 - ROSÂNGELA ALVES DOS SANTOS BERNARDINO