Um estudo do gerenciamento da escrita de textos na graduação em Letras por meio da ativação de capacidades e da mobilização de operações de linguagem

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Hermano Aroldo Gois
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Capacidades; Operações de linguagem; Gerenciamento da escrita acadêmica; Licenciatura em Letras; Linguística aplicada; Capacities; Language operations; Academic writing management; Graduation in Letras; Applied linguistics; Operaciones de lenguaje; Gerenciamiento de la escritura académica; Grado en Letras; Lingüística aplicada; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23249

This research, by focusing on the agent-producer, with the analysis of his development in different language practices in the academic environment, investigates the comprehension of students and former students of the graduation in Letras/Português Language about the characterization of the writing, considering the management of the form and textual contents, that is, the linguistic-discursive-enunciative management of the writing of academic texts, based on the activation of capacities and mobilization of operations. For this purpose, the specific objectives are: (1) to interpret the management of the writing of different texts acceptable by students of the Graduation in Letras; (2) to describe the language capacities required for the writing of text acceptable in the discursive domain of the Graduation in Letras; (3) to map the operations mobilized to manage the writing of texts acceptable by students of Letters. To this end, the present study is based on a qualitative approach (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2017), following the procedures of the exploratory-experiential research (GIL, 2008; MICCOLI, 2014). In this regard, for the generation of data, the investigation works from two movements: (1) the application of online questionnaire to 21 graduating students, published in the SIGAA from the respective Federal Institution; (2) the realization of reflexive session to 9 of the total universe of participants. In this last movement, it constitutes, also, a sampling of 9 writing productions categorized in two groups, on the one hand, text of expositive nature, constituted of 1 observation report, 2 articles for scientific dissemination and 1 abstract; on the other hand, text of argumentative nature, constituted of 4 reviews and 1 mini-monograph. Thus, the corpus is defined by registers of transcriptions of the sessions and by the writing productions. The study is based on principles of the Applied Linguistics (MOITA LOPES, 2006), through interdisciplinary theoretical foundations, with special focus on reflections about the following concepts: language, (SCHNEUWLY; DOLZ, 2004; VYGOTSKY, 1984), language action (BULEA, 2010; BRONCKART, 1999; 2008), textual architecture (BRONCKART, 2006; 2008; 2012), genre of text (BRONCKART, 1999; BRONCKART, 2005; BAKHTIN, 2011), language operations (MATENCIO, 2006; MACHADO, 2005), competence (PERRENOUD, 2000; CRISTOVÃO, 2007; BRONCKART, 2007), capacities (DOLZ; SCHNEUWLY, 2004; SOUZA, STUTZ, 2019; CRISTOVÃO, STUTZ, 2011) and skills (JORBA, 2000). The results show that the management of the writing of text implies a metatextual model which works through the construction, on the one hand, of representations about the communication sphere of the agent-producer, of the experiences from the forms of working with the text, through a former/advisor professor, of Literate practices, but also of the contact with texts validated in the area of actuation; on the other hand, of representations about the infrastructure level. Thus, mental schemes are updated in situations of activity in order to plan the structure of a text, as well as by the recognition of the functionality and specificity of a textual genre. Therefore, the more involved with actions of the academic environment, in special, it is possible that the knowledge responsible for the configuration of mental scheme is improved and resignified, finally, to be textualized.