A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
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 - Mestrado Profissional
|
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/4444 |
Resumo: | This dissertation is based on the French Discourse Analysis theory and is based mainly on the studies of Michel Pêcheux (1997) and Orlandi (1996, 1997, 2001, 2007 and 2011). The thematic that permeates the investigation deals with the constitution of the authorship in the Elementary education. Theme moved by the objective of analyzing how the school treats the question. In the course of research, we chose from the beginning to put on the scene the subjects involved in the process. This meant organizing the analyzes at different times so that it was possible to look at the total conditions of production text in the school. The course, therefore, moved the corpora harvested to attend to different stages, all aimed at raising the answer to the question: what are the conditions of enunciation of the children in the school regarding the practice of constitution of the authorship? In other words, what has the school done to enable the child to assume the subject-author position? In view of the above, the research organized, first, a discussion about the school defined as an important Ideological Apparatus of the State (ALTHUSSER, 1985). Considering this condition as a backdrop, we present, next, the reflections around the pedagogical discourses that enter the school universe in the voice of the official discourses and are shown traversing and constituting the discourses and practice of the teachers. It is important to emphasize that from this moment the research delineates a first frame that points to the limitations regarding the procedures in relation to the practice of textual production, limitations that are evidenced in the chapter of analysis referring to the referrals of the teachers. Once this course has been completed and the first one is understood, we are going to analyze the texts of the students resulting from the referrals. The work that is presented at this moment was oriented with an objective that was put in the course of the research: we perceive that the students say, although weakened by referrals little committed to the perspective of authorship. And we try to show this through analysis. Thus, the condition of authorship as defended is evidenced in the sense that it does not signify an inaugural act, but a movement of meanings on the part of a subject and his conditions of production. When we leave for closure, we present the didactic-pedagogical routing that represents, at that moment, the result of the certainties acquired through the study, that is, that for to say it is necessary to give conditions to the students. A condition that is materialized by a teaching practice involved with reading and reflection, in which the space for the student to say is valued as a space for the constitution of authorship. |
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Schröder , Luciane Thoméhttp://lattes.cnpq.br/9660701345719310Schröder , Luciane Thoméhttp://lattes.cnpq.br/9660701345719310Soares , Alexandre Sebastião Ferrarihttp://lattes.cnpq.br/2323106437650213Baumgartner , Carmen Teresinhahttp://lattes.cnpq.br/4125351448244478http://lattes.cnpq.br/9071420320555331Silva, Maria Selma Bispo da2019-08-29T14:42:23Z2019-03-11SILVA, Maria Selma Bispo da. A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental. 2019.135 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019.http://tede.unioeste.br/handle/tede/4444This dissertation is based on the French Discourse Analysis theory and is based mainly on the studies of Michel Pêcheux (1997) and Orlandi (1996, 1997, 2001, 2007 and 2011). The thematic that permeates the investigation deals with the constitution of the authorship in the Elementary education. Theme moved by the objective of analyzing how the school treats the question. In the course of research, we chose from the beginning to put on the scene the subjects involved in the process. This meant organizing the analyzes at different times so that it was possible to look at the total conditions of production text in the school. The course, therefore, moved the corpora harvested to attend to different stages, all aimed at raising the answer to the question: what are the conditions of enunciation of the children in the school regarding the practice of constitution of the authorship? In other words, what has the school done to enable the child to assume the subject-author position? In view of the above, the research organized, first, a discussion about the school defined as an important Ideological Apparatus of the State (ALTHUSSER, 1985). Considering this condition as a backdrop, we present, next, the reflections around the pedagogical discourses that enter the school universe in the voice of the official discourses and are shown traversing and constituting the discourses and practice of the teachers. It is important to emphasize that from this moment the research delineates a first frame that points to the limitations regarding the procedures in relation to the practice of textual production, limitations that are evidenced in the chapter of analysis referring to the referrals of the teachers. Once this course has been completed and the first one is understood, we are going to analyze the texts of the students resulting from the referrals. The work that is presented at this moment was oriented with an objective that was put in the course of the research: we perceive that the students say, although weakened by referrals little committed to the perspective of authorship. And we try to show this through analysis. Thus, the condition of authorship as defended is evidenced in the sense that it does not signify an inaugural act, but a movement of meanings on the part of a subject and his conditions of production. When we leave for closure, we present the didactic-pedagogical routing that represents, at that moment, the result of the certainties acquired through the study, that is, that for to say it is necessary to give conditions to the students. A condition that is materialized by a teaching practice involved with reading and reflection, in which the space for the student to say is valued as a space for the constitution of authorship.Este trabalho filia-se à teoria da Análise do Discurso de linha francesa e toma por orientação principal os estudos de Michel Pêcheux (1997) e Orlandi (1996; 1997; 2001; 2007 e 2011). A temática que permeia a investigação trata sobre a constituição da autoria nos anos iniciais. Tema movimentado pelo objetivo de analisar como a escola trata a questão. No percurso da pesquisa, optamos desde o início em colocar em cena os sujeitos envolvidos no processo. Isso significou uma organização das análises em diferentes momentos a fim de que fosse possível lançar um olhar às condições de produção do texto na escola. O percurso assumido, portanto, movimentou os corpora colhidos para atender a diferentes etapas, todas, dirigidas a trazer à tona resposta ao questionamento: quais as condições de enunciação das crianças na escola quanto à prática de constituição da autoria? Em outras palavras: o que a escola tem feito para propiciar que a criança assuma a posição sujeito-autor? Postas as colocações, a pesquisa organizou, primeiramente, uma discussão sobre a escola definida como um importante Aparelho Ideológico do Estado (ALTHUSSER, 1985). Considerada essa condição como pano de fundo, apresentamos, na sequência, as reflexões em torno dos discursos pedagógicos que adentram o universo escolar na voz dos discursos oficiais e se mostram atravessando e constituindo os discursos e prática dos professores. Importante ressaltar que a partir desse momento a pesquisa delineia um primeiro quadro que aponta às limitações quanto aos procedimentos em relação à prática da produção textual, limitações que são evidenciadas no capítulo de análise referente aos encaminhamentos dos professores. Feito esse percurso e compreendendo esse primeiro quadro, passamos à análise dos textos dos alunos resultantes dos encaminhamentos. O trabalho que se apresenta neste momento foi orientado com um objetivo que se colocou no decorrer da pesquisa: percebemos que os alunos dizem, ainda que fragilizados por encaminhamentos pouco comprometidos com a perspectiva da autoria. E buscamos mostrar isso por meio das análises. Assim, a condição da autoria conforme defendida é evidenciada no sentido de que ela não significa ato inaugural, mas movimento de sentidos por parte de um sujeito e suas condições de produção. Ao partirmos para o encerramento, apresentamos o encaminhamento didático-pedagógico que representa, nesse momento, o resultado das certezas adquiridas por meio do estudo, ou seja, de que para dizer é preciso dar condições aos alunos. Uma condição que se concretiza por uma prática docente envolvida com a leitura e a reflexão, em que o espaço para o aluno dizer é valorizado como espaço de constituição da autoria.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2019-08-29T14:42:23Z No. of bitstreams: 2 Maria_Silva_2019.pdf: 6927845 bytes, checksum: df6045d2ebc62fd86abc8b4885bf965c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-08-29T14:42:23Z (GMT). No. of bitstreams: 2 Maria_Silva_2019.pdf: 6927845 bytes, checksum: df6045d2ebc62fd86abc8b4885bf965c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-03-11application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Letras - Mestrado ProfissionalUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessDiscursoEscritaAutoriaAnos IniciaisAuthorshipElementary educationDiscourseWritingCIENCIAS HUMANASA escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamentalTHE WRITING IN THE INITIAL YEARS: trajectories and mishaps - reflections on the authorship based on written production practices of 5th year students of Elementary Schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis803486886674029103060060060066780664527621773665653018110556964051reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALMaria_Silva_2019.pdfMaria_Silva_2019.pdfapplication/pdf6927845http://tede.unioeste.br:8080/tede/bitstream/tede/4444/5/Maria_Silva_2019.pdfdf6045d2ebc62fd86abc8b4885bf965cMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
THE WRITING IN THE INITIAL YEARS: trajectories and mishaps - reflections on the authorship based on written production practices of 5th year students of Elementary School |
title |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
spellingShingle |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental Silva, Maria Selma Bispo da Discurso Escrita Autoria Anos Iniciais Authorship Elementary education Discourse Writing CIENCIAS HUMANAS |
title_short |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
title_full |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
title_fullStr |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
title_full_unstemmed |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
title_sort |
A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental |
author |
Silva, Maria Selma Bispo da |
author_facet |
Silva, Maria Selma Bispo da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Schröder , Luciane Thomé |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9660701345719310 |
dc.contributor.referee1.fl_str_mv |
Schröder , Luciane Thomé |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9660701345719310 |
dc.contributor.referee2.fl_str_mv |
Soares , Alexandre Sebastião Ferrari |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2323106437650213 |
dc.contributor.referee3.fl_str_mv |
Baumgartner , Carmen Teresinha |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4125351448244478 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9071420320555331 |
dc.contributor.author.fl_str_mv |
Silva, Maria Selma Bispo da |
contributor_str_mv |
Schröder , Luciane Thomé Schröder , Luciane Thomé Soares , Alexandre Sebastião Ferrari Baumgartner , Carmen Teresinha |
dc.subject.por.fl_str_mv |
Discurso Escrita Autoria Anos Iniciais Authorship Elementary education |
topic |
Discurso Escrita Autoria Anos Iniciais Authorship Elementary education Discourse Writing CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Discourse Writing |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
This dissertation is based on the French Discourse Analysis theory and is based mainly on the studies of Michel Pêcheux (1997) and Orlandi (1996, 1997, 2001, 2007 and 2011). The thematic that permeates the investigation deals with the constitution of the authorship in the Elementary education. Theme moved by the objective of analyzing how the school treats the question. In the course of research, we chose from the beginning to put on the scene the subjects involved in the process. This meant organizing the analyzes at different times so that it was possible to look at the total conditions of production text in the school. The course, therefore, moved the corpora harvested to attend to different stages, all aimed at raising the answer to the question: what are the conditions of enunciation of the children in the school regarding the practice of constitution of the authorship? In other words, what has the school done to enable the child to assume the subject-author position? In view of the above, the research organized, first, a discussion about the school defined as an important Ideological Apparatus of the State (ALTHUSSER, 1985). Considering this condition as a backdrop, we present, next, the reflections around the pedagogical discourses that enter the school universe in the voice of the official discourses and are shown traversing and constituting the discourses and practice of the teachers. It is important to emphasize that from this moment the research delineates a first frame that points to the limitations regarding the procedures in relation to the practice of textual production, limitations that are evidenced in the chapter of analysis referring to the referrals of the teachers. Once this course has been completed and the first one is understood, we are going to analyze the texts of the students resulting from the referrals. The work that is presented at this moment was oriented with an objective that was put in the course of the research: we perceive that the students say, although weakened by referrals little committed to the perspective of authorship. And we try to show this through analysis. Thus, the condition of authorship as defended is evidenced in the sense that it does not signify an inaugural act, but a movement of meanings on the part of a subject and his conditions of production. When we leave for closure, we present the didactic-pedagogical routing that represents, at that moment, the result of the certainties acquired through the study, that is, that for to say it is necessary to give conditions to the students. A condition that is materialized by a teaching practice involved with reading and reflection, in which the space for the student to say is valued as a space for the constitution of authorship. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-08-29T14:42:23Z |
dc.date.issued.fl_str_mv |
2019-03-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Maria Selma Bispo da. A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental. 2019.135 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4444 |
identifier_str_mv |
SILVA, Maria Selma Bispo da. A escrita nos anos iniciais: percursos e percalços - reflexões sobre a autoria a partir das práticas de produção escrita de alunos do 5º ano do ensino fundamental. 2019.135 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
url |
http://tede.unioeste.br/handle/tede/4444 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8034868866740291030 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.relation.cnpq.fl_str_mv |
5653018110556964051 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras - Mestrado Profissional |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
instacron_str |
UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
collection |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/4444/5/Maria_Silva_2019.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/4444/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/4444/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/4444/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/4444/1/license.txt |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1801124680377040896 |