O impacto do discurso docente na redação de alunos da educação de jovens e adultos: um olhar sobre a autoria.

• Ano de defesa: 2009
• Autor(a) principal: Rocha, Ana Paula Torres de Queiroz
• Orientador(a): Matos, Junot Cornélio
• Banca de defesa: Cavalcanti, Wanilda Maria Alves , Vieira, Stella Maria Miranda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Pernambuco
• Programa de Pós-Graduação: Mestrado em Ciências da Linguagem
• Departamento: Ciências da Linguagem
• País: BR
• Palavras-chave em Português: lingüística; análise do discurso; redação; autoria; educação de adultos; educação do adolescente; dissertações
• Palavras-chave em Inglês: linguistics; discourse analysis; writing; authorship; adult education; adolescent education; dissertation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/676

This study investigated students' texts from Education for Teens and Adults (ETA). The work is based on the theory of dialogical speech. Bakhtin's conceptions about poliphony, dialogism, author and authorship and kinds of speech are the basis of this study, and its focus is about the impact of the teacher's speech in the elaboration of students' texts. It was also possible some signs of authorship in students' written texts which pointed to things that favor, limit, or prevent the students to give his/her opinion like an author of this process. To aim the question better, it was asked that students write two texts about the same theme. However, the second text was written after the teacher has talked about the subject in the class. It was constated, after teacher-student interaction, the teacher's speech impact on students' texts. There was used as an analisys cathegory of the school texts the definitions of poliphony with active reception (the subject keeps the control of the voices that produces), and poliphony with passive reception (there is no way that points to an author position). Therefore, we considerated that the research was made by a critical sightseeing about the authorship in school texts and is contributing to elaborate new pedagogical purposes that help the student-author to go further than the limits of the ready speech.