Com a palavra, o aluno: processos de retextualização na exposição oral acadêmica

Detalhes bibliográficos
Ano de defesa: 2013
Autor(a) principal: Ana Virginia Lima da Silva
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/MGSS-9HSNPC
Resumo: In this thesis, we focus on the processes of retextualization on oral academic exposure, aiming to highlight the possibilities of constitution of this genre and to contribute to the debate on what allows and/or raises difficulties for its production. The theoretical assumptions are basedon the socio-communicative model by Dolz, Noverraz and Schneuwly (2004 [1998]), on the retextualization works by Marcuschi (2001) and by Dell'Isola (2007), on the discussion about the relationships between orality and literacy studied by Marcuschi (2001), on the notion oftextual competence developed by Coutinho (2003), on the perspective of Textual Linguistics, and on the studies of Swales (1990) and Askehave and Swales (2001) about the discursive sphere, according to the North-American socio-rhetoric studies. The corpus of this researchconsists of oral presentations produced by undergraduate students in different courses; when analyzed, they led us to the conclusion that, in general, these students have difficulties in adjusting to the structural and linguistic prototypical characteristics of the oral exposuregenre. A comparison between the macrostructure of the source texts and of the retextualization strategies mobilized in electronic slides (support texts) shows us that, not always, the retextualized content corresponds to what is suggested in the source texts. From the analysis of ways to retextualize the source texts for oral exposures, we find that thecontent displayed is also contradictory to these texts. Thus, problems about understanding the theoretical basis used and about the mastery of the processes of retextualization significantly interfere in the quality of oral academic exposures, revealing the need for a teaching-learningprocess that allows students to develop the competence to appropriately expose academic texts.