Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Bachur, Silvia Augusta de Barros Albert
 |
| Orientador(a): |
Marquesi, Sueli Cristina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
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| Departamento: |
Língua Portuguesa
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/14380
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Resumo: |
Situated in the research line of Reading, Writing and Portuguese Language Teaching of the Postgraduate Studies Program in Portuguese Language of The Pontifical Catholic University of São Paulo (PUC-SP), this thesis takes as subject matter the anaphoric referential processes in college entrance essays. The hypothesis is that, by building argumentatively-oriented discourse objects, anaphoric referential processes enable to comply with college entrance essay proposals. The general goal is to investigate the relation between anaphoric referential processes and the exposure of the producer‟s position regarding a proposed theme. In order to achieve it, the following specific aims were established: (1) identifying both the discourse objects and their recategorization in college entrance essays; (2) identifying, describing, analyzing, and interpreting the anaphoric processes in college entrances essays; and (3) pondering upon the relation between such processes and the exposure of the producer‟s position vis-à-vis a proposed theme. This work is grounded both on Text Linguistics in its socio-cognitive and interactional perspective (KOCH, 2003, 2005, 2006, 2008, 2011; MARCUSCHI, 2005, 2006, 2007, 2008; CAVALCANTE et al., 2010; BENTES E REZENDE, 2008, 2014; CAVALCANTE, 2011; CAVALCANTE, CUSTÓDIO FILHO E BRITO, 2104; MORATO, 2011), and on studies on context (HANKS, 2008; VAN DJIK, 2012). The examined corpus consists of 70 college entrance essays collected from the 2014 entrance exam of PUC-SP. As to the analysis, two categories were first established: (1) direct and indirect anaphora (regarding the anchoring processes), and (2) encapsulating anaphora (regarding their discursive functions). The research celebrates both the submitted hypothesis and the stated objectives, indicating new perspectives for the teaching and learning of writing and reading in view of the development of writing proficiency, chiefly regarding textual-discursive strategies |
