A escrita constitutivamente heterogênea: uma análise de textos argumentativos
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2023-06-29
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa objetiva descrever e analisar a tradição discursiva argumentativa e
as tradições discursivas que a constituem, em textos escritos por alunos regularmente
matriculados no 9º ano do Ensino Fundamental público. Busca alcançar conclusões
acerca das relações entre as tradições textuais e a heterogeneidade constitutiva da
escrita, a partir de uma descrição analítica realizada à luz da relação fala/escrita e
oralidade/letramento, a fim de colaborar com a formação, em análise linguísticodiscursiva,
dos professores de Língua Portuguesa do Ensino Fundamental. Fundamentase
na concepção de escrita constitutivamente heterogênea (CORRÊA, 1997), definida
como um processo constitutivo entre o falado e o escrito, analisado a partir de um
espaço de observação da escrita fundado em três eixos metodológicos de representação
de sua heterogeneidade, a saber: (i) o eixo da gênese da escrita; (ii) o eixo do código
escrito institucionalizado; e (iii) o eixo da dialogia entre o já falado/escrito e
ouvido/lido. Para contribuir com essa concepção, a tradição discursiva (KABATEK,
2005a, 2005b, 2012) é tomada como matéria e produto da linguagem, enquanto todo
tipo identificável de tradição de dizer/escrever, formada via repetição e evocação, e que
promove, portanto, atualização e tradição ao mesmo tempo. O córpus é constituído de
10 textos, pertencentes à tradição discursiva argumentativa, escritos por alunos do 9º
ano do Ensino Fundamental, regularmente matriculados na escola estadual Prof.
Francisco Balduíno de Souza, município de Quatá-SP. A metodologia de análise
conjuga as abordagens qualitativa e quantitativa, a partir da observação de rastros, na
materialidade linguística dos textos, da imagem de escrita dos escreventes, mediante a
relação entre o oral/falado e letrado/escrito, orientada pelos três eixos metodológicos de
observação da heterogeneidade da escrita, conforme proposta de Corrêa (1997).As
análises do primeiro e do segundo eixo apresentaram indícios da circulação dos
escreventes pelo que imaginam ser a gênese da escrita e o código escrito
institucionalizado, materializados por meio de diferentes marcas linguísticas,
representando um atravessamento dos sujeitos por: práticas orais mais informais,
correspondendo ao que muito frequentemente, mas não exclusivamente, é identificado,
pelo professor, como “erro”, no caso do eixo 1; e por práticas letradas, mais e menos
formais, correspondendo ao que muito frequentemente, mas também não
exclusivamente, é identificado, pelo professor, como “acerto”, no caso do eixo 2. Esse
atravessamento se deixa ver em mesclas de TDs, apoiadas numa imagem de
argumentação que se alinha às ideias de convencimento e persuasão e que ganha
contornos discursivos distintos a depender das condições de produção dos textos e da
circulação histórica desses sujeitos por práticas discursivas distintas.
The present research aims to describe and analyze the argumentative discursive tradition and the discursive traditions that constitute it, in texts written by students regularly enrolled in the 9th year of public elementary school. It seeks to reach conclusions about the relationships between textual traditions and the constitutive heterogeneity of writing, based on an analytical description carried out in light of the relationship between speech/writing and orality/literacy, in order to collaborate with training, in linguisticdiscursive analysis, of Portuguese Language teachers in Elementary School. It is based on the conception of constitutively heterogeneous writing (CORRÊA, 1997), defined as a constitutive process between the spoken and the written, analyzed from a space of observation of writing based on three methodological axes of representation of its heterogeneity, namely: (i) the axis of the genesis of writing; (ii) the axis of institutionalized written code; and (iii) the axis of dialogue between what has already been spoken/written and heard/read. To contribute to this conception, the discursive tradition (KABATEK, 2005a, 2005b, 2012) is taken as a matter and product of language, as any identifiable type of tradition of saying/writing, formed via repetition and evocation, and which therefore promotes update and tradition at the same time. The corpus consists of 10 texts, belonging to the argumentative discursive tradition, written by students in the 9th year of Elementary School, regularly enrolled at the Prof. Francisco Balduíno de Souza, municipality of Quatá-SP. The analysis methodology combines qualitative and quantitative approaches, based on the observation of traces, in the linguistic materiality of texts, of the writing image of writers, through the relationship between oral/spoken and literate/written, guided by the three methodological axes of observation of the heterogeneity of writing, as proposed by Corrêa (1997). The analyzes of the first and second axis presented evidence of the circulation of writers through what they imagine to be the genesis of writing and the institutionalized written code, materialized through different linguistic marks, representing a crossing of the subjects by: more informal oral practices, corresponding to what is very often, but not exclusively, identified by the teacher as an “error”, in the case of axis 1; and by literate practices, more and less formal, corresponding to what is very often, but also not exclusively, identified by the teacher as “hit”, in the case of axis 2. This crossing can be seen in mixtures of DTs, supported by a image of argument that aligns with the ideas of persuasion and persuasion and that takes on different discursive contours depending on the conditions of production of the texts and the historical circulation of these subjects through different discursive practices.
The present research aims to describe and analyze the argumentative discursive tradition and the discursive traditions that constitute it, in texts written by students regularly enrolled in the 9th year of public elementary school. It seeks to reach conclusions about the relationships between textual traditions and the constitutive heterogeneity of writing, based on an analytical description carried out in light of the relationship between speech/writing and orality/literacy, in order to collaborate with training, in linguisticdiscursive analysis, of Portuguese Language teachers in Elementary School. It is based on the conception of constitutively heterogeneous writing (CORRÊA, 1997), defined as a constitutive process between the spoken and the written, analyzed from a space of observation of writing based on three methodological axes of representation of its heterogeneity, namely: (i) the axis of the genesis of writing; (ii) the axis of institutionalized written code; and (iii) the axis of dialogue between what has already been spoken/written and heard/read. To contribute to this conception, the discursive tradition (KABATEK, 2005a, 2005b, 2012) is taken as a matter and product of language, as any identifiable type of tradition of saying/writing, formed via repetition and evocation, and which therefore promotes update and tradition at the same time. The corpus consists of 10 texts, belonging to the argumentative discursive tradition, written by students in the 9th year of Elementary School, regularly enrolled at the Prof. Francisco Balduíno de Souza, municipality of Quatá-SP. The analysis methodology combines qualitative and quantitative approaches, based on the observation of traces, in the linguistic materiality of texts, of the writing image of writers, through the relationship between oral/spoken and literate/written, guided by the three methodological axes of observation of the heterogeneity of writing, as proposed by Corrêa (1997). The analyzes of the first and second axis presented evidence of the circulation of writers through what they imagine to be the genesis of writing and the institutionalized written code, materialized through different linguistic marks, representing a crossing of the subjects by: more informal oral practices, corresponding to what is very often, but not exclusively, identified by the teacher as an “error”, in the case of axis 1; and by literate practices, more and less formal, corresponding to what is very often, but also not exclusively, identified by the teacher as “hit”, in the case of axis 2. This crossing can be seen in mixtures of DTs, supported by a image of argument that aligns with the ideas of persuasion and persuasion and that takes on different discursive contours depending on the conditions of production of the texts and the historical circulation of these subjects through different discursive practices.
Descrição
Palavras-chave
Escrita heterogênea, Tradição discursiva, Texto discursivo-argumentativo, Constitutively heterogeneous writing, Ensino fundamental, Discursive traditions, Argumentative DT, Dialogia