A intervenção do professor no processo de construção da escrita: um olhar sobre o aluno com dificuldades de aprendizagem

• Ano de defesa: 2013
• Autor(a) principal: Gomes, Vilma Aparecida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Escrita; Ensino; Discurso; Enunciação; Análise do discurso; Ensino e aprendizagem; Writing; Teaching; Speaking; Enunciation; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15291; https://doi.org/10.14393/ufu.te.2013.55

This thesis emerged from my anxieties originated from the classroom experiences as a Portuguese teacher. Therefore, examining the words that constitute the governing laws of the \"inclusive\" education process in Brazil, I have found that the discourses engendered, from these sayings, affected school stakeholders and, consequently, brought implications to the writing teaching process. I analyzed some of these law statements, basing myself in the Discourse Analysis of French line. I showed how the words of these laws were being discoursed in Brazil and abroad, and presented possible interpretations that could engender discourses which make it possible to affect those responsible for the \"inclusion\" process in school. The research was developed through a longitudinal study in which I followed, as a teacher and as a researcher for a period of two years, Luiza s and Mariana s course of writing in an elementary school at a public university. These students were affected by consequences of discourses engendered by school workers from the \"inclusion\" law words being considered students who had \"learning difficulties\" in writing. Taking these considerations into focus, I developed the research pursuing the hypothesis that considering the role that the \"opinion\" which appointed Luiza and Mariana as students with \"learning difficulties\" has a view of the \"inclusion\" policies. The teacher, once heavily involved with the subjectivity of that who writes - scriptor - may raise in that particular case, changing the discursive position from the writing process, that somehow destabilizes the perspective of the \"opinion\" that is intended to be as categorical. To confirm or refute this hypothesis I built a dialogue between theoretical Discourse Analysis of French line, the Linguistics of Enunciation and The Psychoanalysis of Freudian and Lacanian fields. I analyzed the writing and rewriting of Luiza s and Mariana s texts to answer this research question: taking into account my interventions made in the writing work of these students, has there been evidence that they have established a different relationship with writing? The analysis results indicate that my intervention effects altered the discursive position of Luiza and Mariana, since they were involved with the work of writing and sought ways to cope with difficulties at the time of writing. They could even get into the language game, which enabled them to have a relationship with writing that seems to be that of a constitution and, as a result, they also resulted in relationships with other knowledge Fields in school.