Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-06T19:41:18Z No. of bitstreams: 1 GeovaBezerraGuimaraes_DISSERT.pdf: 4516892 bytes, checksum: a5d4d6bbb6e682abe56cee5e7b9c16c9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-20T20:52:56Z (GMT) No. of bitstreams: 1 GeovaBezerraGuimaraes_DISSERT.pdf: 4516892 bytes, checksum: a5d4d6bbb6e682abe56cee5e7b9c16c9 (MD5) / Made available in DSpace on 2017-11-20T20:52:56Z (GMT). No. of bitstreams: 1 GeovaBezerraGuimaraes_DISSERT.pdf: 4516892 bytes, checksum: a5d4d6bbb6e682abe56cee5e7b9c16c9 (MD5) Previous issue date: 2016-12-02 / A partir da an?lise de textos escritos por alunos do 9? ano do ensino fundamental da Rede P?blica de Ensino, observamos uma tend?ncia de o aluno reproduzir o discurso alheio pautado no ?ritual? contempor?neo do ?copiar/colar?. Diante desse diagn?stico, vimos a necessidade de se ensinar a utiliza??o das formas sint?ticas do discurso relatado, mais especificamente, o discurso direto, o discurso indireto, a modaliza??o em discurso segundo e a ilha textual. O ?ponto de partida? e o ?ponto de chegada?, deste estudo, ? o texto da esfera jornal?stica. Pretendemos responder as seguintes perguntas de pesquisa: de que forma os alunos, no gerenciamento com outras vozes, mobilizam as formas sint?ticas do discurso citado ao escrever textos do dom?nio jornal?stico? Que tipos de atividades reflexivas da/sobre a linguagem podem contribuir no desenvolvimento da modalidade escrita dos alunos? Temos por objetivo geral desenvolver a pr?tica de escrita dos alunos por meio do trabalho reflexivo com discurso de outrem, via aplica??o de uma proposta de interven??o. Elencamos como objetivos espec?ficos: a) mapear as formas lingu?sticas mais recorrentes que indiciem o modo como os alunos lidam com as vozes alheias, b) analisar os efeitos de sentido que o uso dessas formas sint?ticas da enuncia??o provoca na escrita dos alunos, c) propor atividades did?ticas na qual a utiliza??o do discurso-outro ultrapasse, na pr?tica de escrita, o ritual do copiar/colar e d) cotejar os dados gerados, dando ?nfase ?s contribui??es que essa proposta de ensino possibilitou aos alunos no desenvolvimento da habilidade escritora. Por hip?tese, entendemos que as formas de remiss?o do discurso alheio s?o um fen?meno lingu?stico ensin?vel e, por assim ser, tamb?m ? aprend?vel. Adotamos como procedimentos metodol?gicos os estudos da atividade criadora da linguagem, proposto por Franchi (1987, 1992a), por isso organizamos atividades did?ticas em que a escrita seja entendida como um processo de reflex?o. A constitui??o do corpus ocorre em duas situa??es reais de produ??o escrita, intercalada por momentos de interven??o pedag?gica. Na primeira, atividade lingu?stica, localizamos os problemas da escrita. O intuito desse registro ? a descri??o e an?lise da presen?a ou aus?ncia das formas de citar o outro. A partir desse diagn?stico, elaboramos e aplicamos atividades em que esse ?saber lingu?stico? seja exercitado (atividade epilingu?stica). Ap?s a essa fase mais ostensiva, verificamos se o aluno j? conhece, reconhece e faz uso proficiente das formas de remiss?o do discurso alheio (atividade metalingu?stica). Tomamos como aporte te?rico, a natureza dial?gica da linguagem de Bakhtin/Voloch?nov (2014), e, nessa perspectiva, a leitura, a escrita e a an?lise lingu?stica s?o atividades da intera??o entre os sujeitos produtores de sentido (GERALDI, 2009, 2010, 2013); e de enuncia??o, a partir do conceito de heterogeneidade enunciativa, sobretudo, as estruturas lingu?sticas materializadas no discurso, difundido por Authier-Revuz (1990, 2004) e Maingueneau (2001). Os resultados apontam que o ensino das formas sint?ticas do discurso relatado pode constituir-se como uma pr?tica exitosa de ensino-aprendizagem da escrita no ensino fundamental. / From the analysis of texts written by ninth grade students in the Brazilian basic cycle at the public school, the trend of speech reproduction based on the contemporary ritual of ?copy and paste? has been noted. Therefore, the authors of this paper devised the need to teach students to use the linguistics of discourse analysis (according to Brazilian grammar rules), specifically: direct speech, indirect speech, mixed quotations and what in Brazilian grammar is referred to as modalization of secondary speech (the act of employing direct speech without use of quotation marks, by adding ?according to? and other such introductory resources before undertaking a verbatim approach to original speech reproduction). Both the ?starting point? and ?finish line? of this study are the journalistic discourse. The answers to the following questions are the main aim of this paper: in which ways do the students, when managing reported speech, mobilize other syntactic forms of discourse analysis when writing journalistic text? Which reflexive activities pertaining to language can contribute to the development of student?s writing capabilities? Our objective, here, is developing the writing abilities of students by intervening in their day to day studies and having them reflect on what was said by other sources. As specific objectives, we have listed: a) mapping the most recurring linguistic forms that point out how students relate to third party speeches, b) analyzing the effects such syntactic forms have over the student?s writing and its overall sense, c) offering learning activities where the third party speech can surpass the ?copy/ paste? ritual, especially in written form, d) compile the data generated with a special emphasis to ?how? these activities impacted the writers and their writing. Our hypothesis is that the discourse analysis, especially when pertaining to third party speech, is both teachable and learnable. Our methodology encompasses the study of language creating activities, as proposed by Franchi (1987, 1992a) and, therefore, we have organized learning activities where the process of writing is also a process of reflection. The overall construction of the corpus occurs in three distinctive situations of written production, to follow: Over the first stage, the linguistic activity, all writing problems are identified. The objective of this stage is describing and analyzing the presence or absence of quotations. From this initial moment diagnosis activities can be developed and employed to exercise this ?linguistic knowledge? (reflective activities). After this more purposeful phase, we can check if the student already recognizes and employs the reported speech structures (metalinguistic activities). As a base theory we?ll consider the dialogic nature of language postulated by Bakhtin/Voloch?nov (2014), under which perspective reading, writing and linguistic analysis are interactive activities between subjects producing meaning (GERALDI, 2009, 2010, 2013) and we?ll consider, as well, enunciation, from the concept of enunciative heterogeneity especially as it regards to linguistic structures materialized in the discourse as divulged by Authier-Revuz (1990, 2004) and Maingueneau (2001). Results show that teaching the syntax of the reported speech and discourse analysis can be constituted as a successful practice of teaching-learning of writing in basic education.