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Doctoral Thesis
DOI
https://doi.org/10.11606/T.48.2019.tde-21102020-161022
Document
Author
Full name
Sílvia Galesso Cardoso
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2019
Supervisor
Committee
Moraes, Teresa Cristina Rebolho Rego de (President)
Fortunato, Marcia Vescovi
Machado, Adriana Marcondes
Nemi Neto, João
Pietri, Emerson de
Title in Portuguese
Subjetividade e escrita argumentativa: encontros e desencontros na composição do texto
Keywords in Portuguese
Argumentação
Escrita
Mediação
Subjetividade
Vestibular
Abstract in Portuguese
Recupero meu trabalho como professora de produção textual a partir de textos dissertativos produzidos por sete dos meus alunos pré-vestibulares e de suas reescritas por mim acompanhadas, na tentativa de traçar campos que deem visibilidade para as potências engendradas nessa experiência com o escrever e, mais especificamente, investigar e produzir conhecimento sobre a mediação do professor no ensino da escrita. Para contextualizar essa análise, foi necessário cartografar o desempenho da população em avaliações de leitura e escrita, a condição do jovem e a conjuntura política na atualidade, além dos efeitos das perspectivas pedagógicas e políticas educacionais adotadas no Brasil dos anos 1970 em diante. As idiossincrasias do trabalho com cada aluno foram perscrutadas tanto em relatos feitos por mim quanto em pistas fornecidas pelos textos deles, e permitiram entrever como determinado sentido foi construído, quais convenções sociais, discursos e recursos linguísticos foram acionados, e observar, nas reescritas, quais foram as minhas intervenções, como foram recebidas pelo aluno, o que ele fez delas, se elas foram capazes de provocar deslocamentos no mundo dele, se compuseram novos contornos e geografias nas suas produções de texto e de si e na minha maneira de ser e atuar como professora. Por fim, a partir das proposições da pós-crítica voltadas para a educação e, sobretudo, para o ensino da escrita, problematizo o papel do professor como mediador nas práticas de escrita propostas aos alunos e indico alguns norteadores para que a mediação funcione como um operador de mudança na maneira de pensar e de estar no mundo das pessoas envolvidas nessa interlocução.
Title in English
Subjectivity and argumentative writing: composing words and worlds
Keywords in English
Argumentation
Mediation
Subjectivity
University preparatory courses
Writing
Abstract in English
I recover my work as a writing composition teacher taken from essay exercises produced by seven of my high-school students in addition to the rewrites composed by them and reviewed by me, in our classes, with the intent of tracing fields that give visibility to the engendered potentials in this experience with the act of writing and, more specifically, investigate and produce knowledge regarding the teachers mediation in the teaching of writing. In order to contextualize this analysis, it was necessary to map the performance of the populations in reading and writing exams, the youths condition and the current political circumstances, as well as the effects of the pedagogical perspectives and educational policies adopted in Brazil since the 1970s. The idiosyncrasies of the work with each student are scrutinized in accounts made by me, and in clues provided in their texts as well, allowing a glimpse into how a certain meaning was constructed, which social conventions, discourses, and linguistic resources were triggered and observe, within the rewrites, which interventions were made by me, the manner in which they were received by the student, what the student made of them, if these interventions were able to provoke displacements in her/his world, if they composed new contours and geographies in the production of their texts and selves. Finally, based on the propositions of the post-critical theory directed towards education and, mostly, to the teaching of writing, I question the role of the teacher as a mediator in the writing practices proposed to the students and indicate some guiding so that the mediation may work as an operator of change in the manner of thinking and being in the world of the people involved in this interlocution.
 
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Publishing Date
2020-10-30
 
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