Endereçamento e relações intergenéricas em enunciados escritos por crianças do ensino fundamental I

• Ano de defesa: 2016
• Autor(a) principal: Cangussú, Taynara Alcântara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Aquisição da escrita; Gênero discursivos; Relações intergenéricas; Endereçamento; Brasil.; Language acquisition; Discursive genres; Addressing; Intergeneric relations; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4103

During writing acquisition, especially in school, children are constantly called to produce written statements that respond to the proposal of diverse genres' production. Capristano and Oliveira (2014), by taking a look at seven statements written by children based on one of those proposals, observed that writers directed the same statement to more than one Other/receiver. By doing this observation, they considered that marks that indicate this oscillation on addressing could be taken as clues to intergeneric relations and,consequently, to the historical constitution of the statements. Under this assumption, we decided to investigate linguistic marks that would indicate the addressing of written statements by children from elementary school, analyzing the functioning of those marks as clues of intergeneric relations and, consequently, of the historical and dynamical constitution of the statements. This most general objective was divided into the following specific objectives: (a) to examine whether the oscillation in addressing (showed on the linguistic surface) would be a regularity of children's statements produced on this period or just a peculiarity of some statements and (b) to investigate possible motivations (linguistic, pragmatic-enunciative, and/or discursive) for the existence of such oscillations. To do so, 274 children's statements were analyzed. They were taken from six proposals implemented in the fourth grade from elementary school. This analysis was based on a theoretical support that includes studies such as Bakhtin (2011), Corrêa (2004, 2006, 2011, 2013), Authier-Revuz (1990) and Capristano and Oliveira (2014) and it was directed by theoretical and methodological principles from the evidential paradigm, as proposed by Ginzburg (1986, 1993, 2007). From the analysis, we could observe that: (a) there were marks that indicated a complex addressing which involved two or more Others/receivers for the same statement in a significant amount of the analyzed statements (65,7%); (b) on the other hand, for some of the statements examined, it was not possible to observe, in their strictly linguistic dimension, marks that would indicate a complex addressing, that is, these statements were constituted, at least apparently, as monologically addressed; (c) the oscillation in addressing of the analyzed statements involved different Others/receivers depending, especially, on the textual production proposal, that is, the production proposal is an important factor for a greater or not occurrence of oscillation; (d) the educational institution motivated the oscillations both enunciative-pragmatically and discursively; (e) the linguistic marks that indicated the addressing oscillation also pointed out the writer's circulation through oral/literate, spoken/written practices, mainly from the advertising, educational and daily spheres; (f) the oscillations in addressing may be linked to the fact that this aspect of discursive genres is a social presumption (see Corrêa, 2011)