Avaliação como processo dialógico para o desenvolvimento da competência discursiva no processo de produção textual na escola e fora dela

• Ano de defesa: 2021
• Autor(a) principal: Hermano Henrique de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Experiência dialógica. Produção textual colaborativa. Avaliação escolar.; Produção de textos - Avaliação; Estratégias textuais; Professores e alunos
• Link de acesso: http://hdl.handle.net/1843/43654

This work aims at doing a reflexive analysis of a dialogic experience between a subject advisor and their subject-advisee in the interactive process of research proposal designing and its product, the thesis. The research focus is the assessment of the text. This study was done during the pandemic emergence in the world, being thus affected by this moment. Originally, the researcher has chosen as research object the development of a discursive perspective on the assessment process of argumentative text produced by students. Due to difficulties caused by the pandemic, the researcher faced problems to get in touch with students, so he has turned his intervention focus to the very process of interaction itself experienced during the master’s course. It is a qualitative research with an analytic-reflexive approach to a situation with a high degree of subjectivity. Discourse scholars such as Bahkitin, Geraldi, Amossy and Leal in conjunction with researchers of Education, like Perrenound and Meirieu, constitute the theoretical framework for the analysis of this experience. The dialogic experience between novice researcher and advisor is presented and detailed step-by-step in six chapters that shed light on the assessment process of the text and the need for text writing teaching at school gets close to the collaborative textual practices between student and teacher as well as between students. The findings reveal that, by the co enunciation principle, the teacher may listen to the subject-learner’s voice and vice and versa, making room for the existence of subject-actors, ready for dialogically writing out of school walls, in a process of self-constitution and the constitution of the other to transform reality.