Escrita na EJA: construção da autoria através do artigo de opinião

Abstract

Based on a discursive approach, this thesis chooses the text as a unit of analysis to investigate the constitution of authorship through the writing of opinionated texts by students of Youth and Adult Education (YAE). When considering this object of study, the following question arose: How to teach writing in YAE, so that the text is taken as an instrument of awareness, production of meaning and construction of authorship? To answer this question, we started from the following general objective: reflect on the practice of writing and authorship in YAE, choosing the text as a teaching and reflection tool to raise social and ideological issues that surround the classroom environment. The discussions presented act as an object of reflection for language teachers, as they lead them to consider the teaching of written language in class, so that it is not subjected to a pedagogical reductionism, which consists only in evaluating students’ mistakes or accuracy, regarding the adequacy to the norms of the language; or observing whether the writing met the standard structure of a particular genre or text type. Regarding the methodological aspect, this work was characterized as an applied research and involved the production and application of a didactic sequence focusing on the writing of the genre opinion article about bullying and violence in schools. Regarding the data analysis, a descriptiveanalytical treatment was applied, with a qualitative approach. The research field was a state school located in the city of Serra Branca-Paraíba and an EJA (YAE) Cycle IV class. The theoretical guideline that guided this proposal was focused on Orlandi (2006; 2007a; 2007b; 2007c), Pêcheux (2008), among others. Such authors make contributions to language studies in the field of discourse, considering the conditions of social, historical and ideological production of the production of meanings, the construction of subjectivity and the constitution of authorship. The results point towards two directions. The first one, for the pedagogical plan of teaching languages: it shows the possibility of working with reading and writing practices to meet the learning needs of YAE students; the second one points out that it is possible to develop a discursive practice for working with the text: students were able to see themselves as subjects of saying, subjectifying themselves through their discourses. In this last direction, it was observed by analyzing students’ productions a tense movement of discursive position was verified that moved between the identity-alterity relationship, of the subject, that assumes an individual position (that of student), but also that of a collective subject which brings the exteriority to their text and crosses it with discourses of various ideological constitutions: family, school, society. Thus, they "speak" and echo the social voice that wishes to be heard, but they are also the individual subject, who are victims and therefore "shout" in their text, to be heard by the school institution, so it can take initiative against these and other issues in order to prevent bullying and any other acts of violence and prejudice from happening in and out of school.