As relações entre o enunciado, a produção e a correção de textos
In a teaching-learning process during supervised Portuguese stage in the final years of elementary school, after observing the results of a written activity, we face to the following question: the formulation of the text production proposal interferes in writing first version of the texts produced b...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/48262 |
| Acceso en línea: | http://www.repositorio.ufc.br/handle/riufc/48262 |
| Access Level: | acceso abierto |
| Palabra clave: | Enunciado Produção de texto Correção de texto |
| Sumario: | In a teaching-learning process during supervised Portuguese stage in the final years of elementary school, after observing the results of a written activity, we face to the following question: the formulation of the text production proposal interferes in writing first version of the texts produced by the students? In order to achieve possible answers to this question, we set out as objectives: 1) to analyze the production proposal, observing if and how it could interfere in the writing from the students and 2) to reflect, if the interference was proven, on which methodology of correction would be more viable in order to propose an effective rewriting to solve the inadequacies. Regarding the methodology, this work is configured as a case study affiliated to the field of Applied Linguistics studies. In addition to the text production proposal, were analyzed 23 texts produced by the students of the 9th year of an Integral Citizen School in Campina Grande-PB. The analysis, which follows the inductive perspective, was made in light of contributions, principally by Bakhtin (2000 [1992]), Oliveira (2004), Possenti (1986) and Ruiz (2010). The results pointed out that the way in which the request for the production of texts is written can allow diverse interpretations, some of them divergent. However, the texts of the students coming from an interpretation of the request outside the standard of teacher expectation need not be discarded, because, through textualinteractive correction, it is possible to dialogue with these students and suggest the appropriateness. |
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