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Master's Dissertation
DOI
10.11606/D.48.2017.tde-22122016-103829
Document
Author
Full name
Paulo Chagas Dalcheco
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2016
Supervisor
Committee
Belintane, Claudemir (President)
Lima, Sheila Oliveira
Pietri, Emerson de
Title in Portuguese
Autoria escolar: leitura e escrita como possibilidades de constituição do sujeito na linguagem
Keywords in Portuguese
Autoria
Escrita
Leitura
Linguagem
Abstract in Portuguese
A partir da leitura de estudos nas áreas de alfabetização e ensino da língua materna, nota-se que se torna cada vez mais necessária a distinção entre a autoria externa à escola e a autoria escolar, cuja emergência depende das condições de produção que se oferecem aos alunos, e a possibilidade que encontram para que se posicionem em relação ao discurso escolar. Nesse sentido, leitura e escrita são parte de um mesmo processo de inscrição do sujeito na linguagem. Esta pesquisa analisa textos escolares e resultados de testes de leitura aplicados em turmas do Ensino Fundamental I, e oferece instrumentos para a compreensão e observação da autoria escolar sob uma perspectiva da linguagem. Os resultados obtidos através dessas análises revelam que o trabalho escolar com a leitura e a escrita não pode ser efetivo se não for fundamentalmente um trabalho com a autoria escolar.
Title in English
School authoring: reading and writing as possibilities of constitution of the subject in the language
Keywords in English
Authorship
Reading
Speech
Writing
Abstract in English
Using as reference studies about literacy and mother tongue teaching, it gets clear that its more and more necessary to distinguish the non-scholar authorship from the scholar authorship, whose emergency depends on the production conditions offered to the students and the possibilities they find to assume their positions in the scholar discourse. In this meaning, Reading and writing are both part of the same process in which the subject gets enrolled into the speech. This research analyses scholar texts and Reading tests results from Elementary grades, and offers instruments to improve the comprehension and to observe the scholar authorship by a speech perspective. The results obtained from this analysis show that the scholar work with Reading and writing cannot be effective if not considered fundamentally a wok with the scholar authorship.
 
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Publishing Date
2017-02-16
 
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