Influência dos comentários do professor no processo de produção de relatórios de estágio
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: |
Vescovi, Jessica Paula
 |
| Orientador(a): |
Seide, Márcia Sipavicius
|
| Banca de defesa: |
Seide, Márcia Sipavicius
,
Rodrigues, Rosângela Hammes
,
Menegassi, Renilson José
,
Baumgartner, Carmen Teresinha
,
Bidarra, Jorge
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4797 |
Resumo: | Having a dialogical nature, language reveals itself in the interaction between the participant subjects of the communicative process, which is surrounded by multiple dialogues established by these subjects, who are constituted by their experiences. In view of that, this research, of a quantitative and qualitative approach and conducted from a perspective of a multiple study case, aims to investigate the influence of comments inserted by a professor advisor in the rewriting process of the final report at a teacher training course in Languages (Portuguese and one Foreign Language). In the mentioned course – Degree in Languages at a public university in the countryside of the state of Paraná –, the reports are the final product of the graduation since they are the culminating point of the teacher training practices. To observer the relevance of the comments for the rewriting process of the mentioned reports, we analyze the comments inserted in different versions of the final reports guided by the same professor advisor and the impact in their production process. The reports were produced in 2016, when the students were in the 3rd year of graduation, and in 2017, when they were in the 4th year. With that in mind, we analyzed the data under the dialogical perspective of language, considering Bakhtin’s theories, besides making remarks about the comments based on what is exposed by Hyland and Hyland (2001), Menegassi (1998, 2000 e 2001) and Seide amd Natale (2017). Due to the importance of the contextualization of the research, we considered the 2010’s Political Pedagogical Project of the course which was valid in the period of data generation. We also applied, in 2016, the teaching plans of the course, a questionnaire to students attending the 3rd and 4th year and to professors of the course to investigate the writing practices which happen in the course, as well as what professors and students think of these practices in general and about the writing process of final reports, in particular. Then, the data were analyzed according to Ivanic (2004). The results of the analysis of the influence of comments in the textual progression brought evidences which show that the style of the comment interferes a lot in the text progression, since the suggestive comments, composed by questions, direct indications or use of verbs in the imperative mode led to a more effective development of the reports. Besides, our studies contribute to reaffirm that the professor-student relation is beyond the one established by the educational sphere. It becomes interpersonal, since the contextualized analysis of the comments made possible for us to verify that the relationship of dialogue existing between the student and the professor advisor is surrounded by factors which are linked directly to the experiences of the subjects. |