Gêneros discursivos na aula de português: a (não) formação do aluno produtor de enunciados

Abstract

RESUMO: Este artigo traz como tema a aula de Português, com foco em fatores que comprometem a formação dos alunos como produtores de textos-enunciado escritos em diferentes gêneros discursivos. A pesquisa se constitui em uma pesquisa-ação, com ancoragem etnográfica, cuja geração de dados partiu da inserção em uma escola estadual situada no município de São José, nas aulas de Português de uma turma do 1º ano do Ensino Médio, que tiveram como foco norteador o gênero crônica. A análise dos textos produzidos baseou-se em dois grandes eixos teóricos: a ancoragem sociointeracionista vigotskiana e o conceito bakhtiniano de gêneros do discurso. Os resultados mostram a não apropriação do gênero crônica por parte desses alunos, refletida nos textos produzidos, o que pode sinalizar para o fato de que as escolas não têm formado alunos produtores de textos-enunciado. PALAVRAS-CHAVE: aula de português; crônica; gêneros do discurso; produção textual.ABSTRACT: The theme of this article is the Portuguese class, focusing on factors that compromise students' formation as written text-statements producers in different discursive genres. The data was generated through an action research, with an ethnographic anchor, carried out in the Portuguese classes of a 1st-year high school class, in a state school situated in São José, Santa Catarina. The chronical genre was the main focus of the research. The analysis of the texts produced was done according to two main theoretical axes: Vigotski's social-interactionist anchoring and Bakhtin's concept of discursive genres. The results show the lack of appropriation of the chronicle genre by these students as reflected in the texts produced by them. This may point to the fact that the school have not been preparing students to be producers of written texts-statements. KEYWORDS: Portuguese class; chronicle; discursive genre; text production. RESUMEN: Este artículo trae como tema el clase de Portugués, centrándose en factores que comprometen la formación de los alumnos como productores de textos-enunciado escritos en diferentes géneros discursivos. La pesquisa se constituye en una pesquisa-acción, con ancoraje etnográfica, cuya generación de datos partió de la inserción en una escuela provincial situada en la ciudad de São José, en clases de Portugués de una clase de 1º año de Escuela Secundaria, se han centrado en el género crónica. El análisis de los textos producidos se basó en dos grandes ejes teóricos: el anclaje sociointeraccionista vigotskiana y el concepto bakhtiniano de géneros del discurso. Los resultados muestran la no apropiación del género crónica por parte de esos alumnos, que se refleja en los textos producidos, lo que puede señalar para el hecho de que las escuelas no han formado alumnos productores de textos-enunciado. PALABRAS-CLAVE: clase de Portugués; crónica; géneros del discurso; producción textual. INTRODUÇÃOA importância que a escrita tem e as funções que desempenha atualmente na vida de comunidades distintas é objeto de estudo na Linguística Aplicada -teorizações sobre l...

Portuguese Class as Encounter Between the Other Word and the Word of the Other: A Study About Ecological Relations

“…If there is no sharing of experiences, values, there was no encounter that constitutes a class, in this conception, even if the interactants are physically present in the same space and at the same time. This was the reality experienced in Irigoite (2011): teacher and students occupying the same physical space, for a significant time throughout the year and with pedagogical materials in circulation in that same space, without, however, having intersubjectivity constituting in the encounter, in a way to establish minimal possibilities of actually modifying/expanding/reframing/enriching the experiences of those involved in the uses of writing -and certainly so many other approaches that escaped my gaze.…”

“…However, I did not intend to end this discussion with these inferences, since the learning that derived from that study is that there are many issues involved in such a complex reality, of a different nature, that were not covered in Irigoite (2011). So, in my understanding, there are no isolated implications for "not happening" classes (based on Geraldi, 2010a).…”

“…This article presents an excerpt from PhD thesis research (Irigoite, 2015) whose theme is the Portuguese class taken as a encounter between the other word and the word another (Ponzio, 2010a), with a focus on the formation of students as readers and producers of text-utterances. The motivation for this study came from the experience of my Master's dissertation (Irigoite, 2011), in which Portuguese classes were described that do not happen as a genre of discourse -taking them as such from the conception of Matencio (2001) -by there is no engagement of a good part of the students in the interactions proposed by the teacher. The results point to a probable non-convergence between students' literacy practices (Street, 1988) and school literacy practices.…”

“…After this painful experience in Portuguese classes that, in my interpretation, do not happen, experienced in Irigoite (2011), the study described here was born from the desire to know classes in which I could find this event -now, taking the class as "encounter" (Ponzio, 2010a) -, trying again to deal with this pool of implications in a new and different reality -seeks to verticalize the study of the Portuguese class event.…”

“…Seeking, therefore, a wider spectrum of the universe under study, I kept the research theme of Irigoite (2011), that is Portuguese classes, however, now focusing on three developments, with regard to the formation of students as readers and producers of text-utterances: a) school configuration related to administrative actions; b) school configuration related to didactic-pedagogical actions; and c) family literacy practices.…”