A polifonia em práticas de letramento acadêmico de alunos de Letras

• Ano de defesa: 2018
• Autor(a) principal: Soares, Maria Vanessa da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Linguística e Literatura; UFAL
• Palavras-chave em Português: Linguística aplicada; Polifonia; Letramento acadêmico; Dialogismo; Discurso acadêmico; Applied Linguistics; Polyphony; Academic Literacy; Dialogism; Academic Speech; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6254

The writing is heterogeneously formed and crossed by different voices that permeate in multiple literacy practices which the subjects participate in different social spheres. Still, the university recommends homogeneity and impersonality in academic writing, disregarding the dialogical nature of speech and subjects. Thus, this work aims to reflect on the influence of literacy practices in the application of other voices in academic discourse, observing how the university students mobilize other voices to (re) build the senses of texts. To seach this objective, we will use theoretical reflections of the New Studies of Literacy (STREET, 1984, 2014; BARTON; HAMILTON, 2000; LILLIS, 1999) and of the Bakhtinian reflections, more specifically on dialogism and polyphony (BAKHTIN, [1929] 2010, [1979] 2011, [1978] 2014; BAKHTIN/VOLOCHINOV, [1977] 2014), together with the theoretical and methodological perspective of the Applied Linguistics. In this research, we analyzed qualitatively the texts of the licenciate course in letters at UFAL, produced during the discipline Leitura e Produção de Textos em Língua Portuguesa. The results obtained so far indicate that, despite the objectivity and impartiality required in the university environment in academic writing, students (re) appropriate of other voices, revealing the dialogic relationship that they have with other texts and voices, thus demonstrating that the polyphony is constitutive factor of speech. During the production of texts, students act as active participants in the knowledge construction process and, thus, inprint in text their marks constitution own literacy. Through this result, we understand the importance of designing the classroom as a discursive space, dialogical and polyphonic, referring students to reflection and providing them an expanding understanding of the world around them.