Indícios de autoria em produções textuais do ensino médio

• Ano de defesa: 2017
• Autor(a) principal: Santos, Guitemberg Marques
• Orientador(a): Oliveira, Ilse Leone Borges Chaves de
• Banca de defesa: Oliveira, Ilse Leone Borges Chaves de, Sousa, Kátia Menezes de, Silva, Luzia Rodrigues da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Autoria; Discurso; Ensino básico; Produção textual
• Palavras-chave em Inglês: Authorship; Discourse; Basic education; Text production
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8121

The aim of this work is the theoretical point of view, to reflections on the notion of authorship in the context of discourse studies (Foucault, [1975] 2015; ORLANDI, 2005; TFOUNI, 2001; Possenti, 2002, 2013; FLORES, 2008; FARACO, 2014, BAKHTIN, 1976) and the empirical point of view, to analyze how this category is manifested in the textual productions of students of the third year of high school. Methodologically, the research it is a case study, since it purports to describe the educational reality of a specific group of students. At first, the students applied a draft text production on reading in Brazil. At that time, they were read and commented on the motivating texts and clarify the production of an opinion. Secondly, the students wrote their texts so that I coletasse data and analyze newsrooms. To analyze the data, selected as criteria for systematic observation of the draft text, intertextuality, interdiscursivity. The results showed that the author position is manifested itself through the marking of the student's position on the subject; by the use of metaphors and quotation marks; by means of a text project previously thought, in many cases; by means of a reduced number of intertexts; mainly by confrontation of ideas, that is marked by the use of operators as “but”, “however”, “nevertheless”, in which I checked the interdiscourse and by the productive sociocultural repertoire with which the student treats the information. Research works of this nature contribute to that mature discussion about the authorship of the concept in high school, since authorship is important in the constitution of the reader / author and it helps to transform social performance of this reader/author.