O funcionamento da autoria na escrita coletiva de estudantes de ensino médio inovador: espaço de negociação

• Ano de defesa: 2016
• Autor(a) principal: Fuchs, Giseli Fuchter
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Autoria; Ensino Médio Inovador; Escrita Coletiva; Divulgação do Conhecimento
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3441

The purpose of this search is to consider the possibility of create coletive texts produced with studentes from Ensino Médio Inovador (EMI)1 based at Analysis of French Discourse (AD) involving experiments outside class room. Whereas that the purpose of EMI is to prompt new away to learn outside school, in the first time, it was proposed to school a Project envolving pupils together around an activity outside the class room resulting in knowledge and in a special point: textual productions for analysis of authorship. In this research the concept of authorship exceed the idea of simple signature on a text produced in the classroom. The project was developed with students from EMI in a school in southern Santa Catarina appreciating the knowledge around the school from elders narratives in the city. After this, it was started the analysis about writings from each activity made, it was necessary to think about the authorship in a coletive process at textual productions. It was necessary yet to think about the interference between school and comunity at textual productions. It was used, for analysis, pieces of verbal materiality ( spoken and written), recordings conversations of pupils during the process of production, textual productions and radio recordings developed from pupils iniciative. Possenti (2002) help us to understand the idea of textual production using collective-subject. According Possenti, the “evidences of authorship” at textual materiality show us that groupal texts doesn’t happens with a sum of sentences, because before there is an according of ideas for build the text.So, each participator contributes with their own experiences for the text, thus, collaborative work excceds the simple union of words and builds a unique textual plot. It’s possible to perceive that the dissemination of knowledge through the negotiation process and actions allows us to build a more meaningful writing. The authorial writing of EMI students exceeds, according Furlanetto (2008), more polysemic levels because promotes possibilities textual and joints. The student's authorship building process presupposes experiences that were only made possible by the experiences beyond the school's physical limits, corroborating with Gallo (2012), when says about symbolic limits.