Construções Discursivas - Resenha: de que Modo Significam?

Abstract

The motivation to pursue this research was based on my education and the questions I asked myself along the way, since being a teacher, bringing language learning into the classroom, and studying words with their power to transform society are part of my being. This is because the stories we share or provide others with opportunities to follow through language (re)construct the world, leading us to the path we want to take and fighting when rights are denied to us, which can be questioned through language. I assume that narration and its developments, as provided for in the curricula in the early years, are introduced early on, and that it is only at the end of elementary school, especially the 9th grade, ESTADO (2018); BNCC (2018), that we enter the argumentative typology in a more in-depth manner, the privileged territory for constructing a critical position, through discursive elements, in the search for meanings. In this context, I hypothesize that students encounter difficulties during processes of constructing arguments and (re)signification, in such a way as to not allow or create spaces for the inscription of other meanings during classroom productions, in their texts - learning that will be taken to their interactions in society. The general objective was to understand how, in the process of learning the text, based on thematic foundations and argumentative strategies, the student produces texts with authorship, thematic progression and consistent referencing, in order to construct meaning. The specific objectives are: 1. To discuss the structure of the review and its importance in the construction of the practices of student readers-authors; 2. To analyze argumentative operators in the referencing process, in order to understand how they help the reader-author in the production of meanings; 3. To point out and interpret in the writing marks of authorship, adequacy to the discursive genre, thematic discursive progression and the construction of subjectivity. For this path, the theoretical methodological approach permeates the contributions of Applied Linguistics with Coracini (2010), on the discursive process of reading and writing; Geraldi (2013), for the notions of pedagogical mediations in text production, Orlandi (2020), regarding the notion of discursivity, subject, subjectivity and conditions of production of the theoretical and analytical device and Koch (2008, 2011, 2017), regarding the linguistic marks that contribute to meaning. From this, the intervention proposal was materialized between the understanding of the current context and the mediations carried out during each stage of the development of the sequence of activities, which sought to achieve the objectives. Thus, the productions were collected in the 9th grade of a public school in the interior of the state of São Paulo, during twenty classes. The results indicated that the students recognized the importance of contact with the themes and their sociocultural relations, actively participating and getting involved in the mediations. And, above all, most of the reviews presented marks of textual progression, argumentative vision and subjective criticism, when using and understanding the functioning of the linguistic mechanisms and (re)signifying them in the written productions. Thus, this dissertation is organized in three parts: an initial theoretical space of textuality and discursivity, an encounter between documents and methodologies used and, finally, analysis of the corpus.