A carta argumentativa em perspectiva semiótica: a cena predicativa da escrita em sala de aula
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Data
2021-04-30
Autores
Scaliante, Daniele Cristina [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa busca discutir o ensino de redação em sala de aula, entendido como prática semiótica de produção de texto, regida por outras práticas, com as quais se inter-relaciona. Para não se pensar a escrita como mera produção de conteúdo, buscamos observar de que modo os alunos podem se apropriar dessa prática, naturalizando a escrita como experiência semiótica que ultrapassa o universo escolar e suas normas e protocolos. Para tanto, colocamos em xeque a abordagem discursiva que ignora a dimensão do suporte de inscrição e buscamos pensar a escrita como gesto de inscrição em uma variedade de suportes. Nessa direção, estabelecemos como fio condutor o conceito de cena prática (Jacques Fontanille), que regula as instâncias de produção de texto (instâncias didática, pública, familiar etc.), na medida em que concebe a prática de escrita como fruto de um ou mais processos, cercados pelos actantes próprios a esses processos, circunscritos e implicados pelas propriedades formais dos objetos e espaços envolvidos na cena (sala de aula, cadernos, materiais didáticos, etc.). Nesse sentido, elegemos o gênero epistolar, presente nos materiais didáticos, como prática social já enraizada na cultura, em cotejo com práticas de escrita em contexto digital, especialmente o comentário on-line, que tem com a prática epistolar alguns pontos de contato: tanto a prática epistolar quanto a prática do comentário on-line são simulacros de situações de comunicação in praesentia, que nos permitiram identificar as estratégias enunciativas que organizam e caracterizam esses gêneros nos dois espaços que circulam. Ainda que sejam, ambos, de caráter argumentativo, a hipótese que seguimos é que a mudança de suporte que está por detrás da própria caracterização genérica de cada um deles, acaba por interferir nas práticas de escrita e pudemos observar de que modo ocorre esta apropriação. Ou seja, em nossa reflexão, propusemos uma reflexão sobre os gêneros que fugisse da tradicional perspectiva de estudo que contempla a comparação ou classificações estereotipadas e que levou em consideração, na esteira das propostas de Jacques Fontanille, os diversos níveis de pertinência da análise semiótica, com especial destaque aos problemas relativos ao objeto-suporte, às cenas predicativas e ao texto-enunciado.
The present research seeks to discuss the teaching of writing in the classroom, understood as a semiotic practice of text production, governed by other practices, with which it interrelates. In order not to think of writing as a mere production of content, we seek to observe how students can appropriate this practice, naturalizing writing as a semiotic experience that goes beyond the school universe and its norms and protocols. To do so, we question the discursive approach that ignores the dimension of the support of inscription and seeks to think of writing as a gesture of inscription in a variety of supports. In this direction, we establish as a guiding thread the concept of practical scene (Jacques Fontanille), which regulates the instances of text production (didactic, public, family instances, etc.), insofar as it conceives the practice of writing as the result of one or more processes, surrounded by the actors proper to these processes, circumscribed and implicated by the formal properties of the objects and spaces involved in the scene (classroom, notebooks, teaching materials, etc.). In this sense, we elected the epistolary genre, present in the didactic materials, as a social practice already grounded in culture, in collision with writing practices in a digital context, especially the online commentary, which has with the epistolary practice some points of contact: both the epistolary practice and the practice of online commentary are concealment of communication situations in praesentia, which allowed us to identify the enunciative strategies that organize and characterize these genres in the two spaces they circulate. Although they are both argumentative, the hypothesis we follow is that the change of support that lies behind the generic characterization of each one of them, ends up interfering in the writing practices and we could observe how this appropriation occurs. That is, in our reflection, we proposed a reflection about genres that escaped the traditional study perspective that contemplates the comparison or stereotyped classifications and that took into consideration, following Jacques Fontanille's proposals, the several levels of the pertinence of semiotic analysis, with special emphasis on the problems related to the object-support, the predicative scenes, and the text-enunciation.
The present research seeks to discuss the teaching of writing in the classroom, understood as a semiotic practice of text production, governed by other practices, with which it interrelates. In order not to think of writing as a mere production of content, we seek to observe how students can appropriate this practice, naturalizing writing as a semiotic experience that goes beyond the school universe and its norms and protocols. To do so, we question the discursive approach that ignores the dimension of the support of inscription and seeks to think of writing as a gesture of inscription in a variety of supports. In this direction, we establish as a guiding thread the concept of practical scene (Jacques Fontanille), which regulates the instances of text production (didactic, public, family instances, etc.), insofar as it conceives the practice of writing as the result of one or more processes, surrounded by the actors proper to these processes, circumscribed and implicated by the formal properties of the objects and spaces involved in the scene (classroom, notebooks, teaching materials, etc.). In this sense, we elected the epistolary genre, present in the didactic materials, as a social practice already grounded in culture, in collision with writing practices in a digital context, especially the online commentary, which has with the epistolary practice some points of contact: both the epistolary practice and the practice of online commentary are concealment of communication situations in praesentia, which allowed us to identify the enunciative strategies that organize and characterize these genres in the two spaces they circulate. Although they are both argumentative, the hypothesis we follow is that the change of support that lies behind the generic characterization of each one of them, ends up interfering in the writing practices and we could observe how this appropriation occurs. That is, in our reflection, we proposed a reflection about genres that escaped the traditional study perspective that contemplates the comparison or stereotyped classifications and that took into consideration, following Jacques Fontanille's proposals, the several levels of the pertinence of semiotic analysis, with special emphasis on the problems related to the object-support, the predicative scenes, and the text-enunciation.
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Palavras-chave
Ambiente escolar, Ambiente digital, Escrita, Suporte, Semiótica das práticas