A caminho da escrita: uma análise discursiva no entremeio das produções de crianças na educação infantil

• Ano de defesa: 2016
• Autor(a) principal: Zapelini, Clésia da Silva Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação Infantil; Produção Escrita; Sentido; Escrita de Entremeio; Análise do discurso; Educação de crianças; Crianças - Escrita; Sentidos e sensações
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3325

This thesis, that is insert in the search line “Text and Speech” from the Doctorate Program in language science from the South of Santa Catarina University – Unisul, aims to analyze the process of the children’s written production discovery, observing if it is possible thinking about authorship marks in this time of inset in the literacy process, based in the speech’s analysis from the French line. The research was developed in a private school in Tubarão, Santa Catarina, in a kindergarten class whose the kids were four and five years old. The observation happened during three to four days a week during the whole year of 2012 at the moment when the children elaborated the written productions without the direct intervention of the teacher, and after in some pedagogical practices proportionated by the teacher that in some way interfered in the kids’ production. The theoretical body bases especially in Pêcheux, Orlandi and others Brazilians researchers who discuss the AD, like: Braga, Daltoé, Gallo, Indursky and Leandro-Ferreira, among others. The main results show that the senses that move the elaboration of the productions start in a come-and-go process among games, conversations and elaboration of the productions. After that, affected by the pedagogical speech, the written production gets a new symbolic value; among the production of numbers, letters and draws the kid means and creates his/her written possibility. The process of interpretation that the subject-kid does since the first productions moves senses that range between the stabilization to these and drift from others. It is an authorship process marked by the productions conditions of the school space moving senses and sayings in each new discursive function.