Uma análise dialógica da proposta de redação do vestibular da FUVEST e das melhores redações
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Data
2019-03-14
Autores
Conti, Marina Calsolari [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Hodiernamente, observa-se, no âmbito educacional, um grande destaque aos vestibulares como meio de ingresso em boas universidades do país. Como consequência disso, ganha força, dentro de colégios, a prática da produção textual, em especial da redação argumentativa. Tendo isso em vista, esta pesquisa objetiva identificar como ocorrem as relações dialógicas entre o conjunto de enunciados – comumente denominado coletânea – componentes da proposta de redação argumentativa e a redação argumentativa elaborada pelo candidato no vestibular aplicado pela Fundação Universitária para o Vestibular (FUVEST) nos anos 2012 e 2013. Para concretizar o objetivo apontado, primeiramente, são discutidos como e por que a proposta de redação argumentativa e a redação argumentativa escolar podem ser consideradas gêneros do discurso. Seguidamente, são analisadas 14 redações oriundas da prova de vestibular supracitada que mais cumpriram os quesitos avaliados pela banca examinadora. Esta pesquisa caminha pela Análise Dialógica do Discurso, tendo, como eixo basilar de fundamentação, as ideias propostas pelo Círculo de Bakhtin, em especial os conceitos relações dialógicas, diálogo, enunciados, gêneros do discurso, esferas de atividade humana, além de um estudo acerca dos processos de citação e seus tipos. São utilizadas, como corpus, duas propostas de redação argumentativa do vestibular FUVEST (2012 e 2013) e 14 redações argumentativas escolares que, segundo a banca examinadora, atingiram as expectativas esperadas. Ressalta-se ainda a importância de outro elemento ao longo desta pesquisa: o Manual do Candidato fornecido e elaborado pela Fundação Universitária para o Vestibular (FUVEST) já que nele constam as informações do que é esperado nas redações produzidas pelos candidatos. As análises realizadas mostraram que os diferentes enunciados da coletânea são responsáveis por facilitar a recuperação de determinados elos da cadeia discursiva. Ademais, observou-se uma quantidade menor de citações diretas, fosse de enunciados componentes da proposta, fosse de enunciados recuperados pelo próprio candidato, ainda assim, a maioria dos enunciados recuperados pelos candidatos emergia das esferas de atividade humana filosófica, sociológica, política e artística.
Nowadays it’s common to observe, especially in the scholar context, a huge emphasis in the vestibular exams, since they are a manner to access great universities around the country. Consequently, the practice of textual production, mainly the argumentative genre, gains prominence within schools. Considering this, our research aims to identify how occur the dialogic relations between the group of utterances (which composes the reading material, named by us as argumentative essay proposition) and the argumentative essays created by the candidates who applied to an undergraduating school by using the vestibular exam organized by the University Foundation for Vestibular (FUVEST), during 2012 and 2013. Firstly, in order to accomplish our objectives, it will be discussed how and why the argumentative essay proposition and the middle school argumentative essay may be considered genres of discourse. Furthermore, it will be analyzed 14 essays collected form the FUVEST vestibular exam. These 14 essays were considered by the examiners as having accomplish totally or almost totally the evaluation criteria. It’s important to highlight this research has as basis the Dialogic Discourse Analysis theories, especially the theories proposed by the Bakhtin’s Circle, notably the concepts: dialogic relations, dialogue, utterance, genres of discourse, spheres of human activities, as well as a study of the quotations’ process. Moreover, our corpus is composed by two FUVEST exam’s argumentative essay propositions and fourteen essays that achieved the examiners’ expectations. Another important element to achieve our goals were the Candidate’s Manual created and distributed by the FUVEST, since it contains all the information about what was expected in the essays. Finally, through the analyzes, it was possible to identify that the different utterances which composes the argumentative essay proposition are responsible for facilitating the recalling of certain links in the discursive chain. Besides, the research found a lower presence of direct quotations either in the utterances present in the proposition or in the candidate’s retrieved utterances. Even though, the major part of the utterances recovered by the candidate came from the philosophical, sociological, political and artistic spheres.
Nowadays it’s common to observe, especially in the scholar context, a huge emphasis in the vestibular exams, since they are a manner to access great universities around the country. Consequently, the practice of textual production, mainly the argumentative genre, gains prominence within schools. Considering this, our research aims to identify how occur the dialogic relations between the group of utterances (which composes the reading material, named by us as argumentative essay proposition) and the argumentative essays created by the candidates who applied to an undergraduating school by using the vestibular exam organized by the University Foundation for Vestibular (FUVEST), during 2012 and 2013. Firstly, in order to accomplish our objectives, it will be discussed how and why the argumentative essay proposition and the middle school argumentative essay may be considered genres of discourse. Furthermore, it will be analyzed 14 essays collected form the FUVEST vestibular exam. These 14 essays were considered by the examiners as having accomplish totally or almost totally the evaluation criteria. It’s important to highlight this research has as basis the Dialogic Discourse Analysis theories, especially the theories proposed by the Bakhtin’s Circle, notably the concepts: dialogic relations, dialogue, utterance, genres of discourse, spheres of human activities, as well as a study of the quotations’ process. Moreover, our corpus is composed by two FUVEST exam’s argumentative essay propositions and fourteen essays that achieved the examiners’ expectations. Another important element to achieve our goals were the Candidate’s Manual created and distributed by the FUVEST, since it contains all the information about what was expected in the essays. Finally, through the analyzes, it was possible to identify that the different utterances which composes the argumentative essay proposition are responsible for facilitating the recalling of certain links in the discursive chain. Besides, the research found a lower presence of direct quotations either in the utterances present in the proposition or in the candidate’s retrieved utterances. Even though, the major part of the utterances recovered by the candidate came from the philosophical, sociological, political and artistic spheres.
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Palavras-chave
Vestibular, FUVEST, Relações dialógicas, Gêneros do discurso