Atividades reflexivas para a reescrita : contribuições da teoria Bakhtiniana

• Ano de defesa: 2012
• Autor(a) principal: Carrijo, Viviane Letícia Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Reescrita; Atividades reflexivas; Dialogismo; CNPQ::LINGUISTICA, LETRAS E ARTES; Rewriting; Reflective activities; Dialogism
• Link de acesso: http://ri.ufmt.br/handle/1/1148

This study it is a reflexive work on the importance of rewriting to teaching-learning writing process. For the development of effective rewriting, we consider the importance of a before work, based on the aspects of writing that students still need to improve. This moment we call reflective activities, whose aim is preparing students for the return of text productions, in other words, rewriting. This is the main contribution of the present study: to try to present a way of analysis as well as the creation of activities in order to show the possibility of a reflexive and discursive language teaching. For this study, we used twenty (20) texts productions to analyze and create activities based on the discursive needs. This study was done under the lights of the social-historical discursive approach by Bakhtin Circle and the concept of ZPD (Vygotsky, 1934) to search needs. Before we create activities, we verified on the bibliographic work of the Circle which theoretical concepts are present in the procedural rewriting practice. Among them we chose: the interaction and dialogism - which are the main language constitutive components; the formation of a responsive agent subject – in regard to the question of author’s active understanding and creative attitude; the exotopy – related to the surplus of author’s vision in his written production and also about the other say; the aesthetic act - in process of discourse and genres formation. To create the reflective activities we used the interactive and dialogical approach, because we realize that the construction of meaning occurs under these aspects, in other words, in the social relations the subject constitutes himself and constructs the discourses. In this perspective, we create activities that required constantly dialogue between students. In our point of view, these moments of dialogism and interaction are the ones that provide the development of the subjects’ creative attitude, occurring thus the formation of authorship. In this study, it means the student‘s need to position himself critically on the social issues.