In this dissertation, I explicate how scholars implicate themselves in the subfield of organizational communication studies by engaging in antinomic language-games which make the conduct of research (and textwork in particular) possible. My analysis suggests that the studied scholars enact these games to understand a more or less common object of knowledge, but also to constitute a more or less identifiable position in this given social space. Reflection on the ontological complicity between these position and subfield occurs uncommonly, however. I illustrate, in turn, that this lack of reflexivity hinders discussion about the way academic research practices induce breaks with the social realities which these scholars are trying to understand. In light of this argument, and based predominantly on a translation and extension of Pierre Bourdieu’s ideas, this dissertation thus illustrates how the language-games of scholars in organizational communication studies sustain a limited practice of reflexivity and considers its effects on their production of knowledge.

In this dissertation, I explicate how scholars implicate themselves in the subfield of organizational communication studies by engaging in antinomic language-games which make the conduct of research (and textwork in particular) possible. My analysis suggests that the studied scholars enact these games to understand a more or less common object of knowledge, but also to constitute a more or less identifiable position in this given social space. Reflection on the ontological complicity between these position and subfield occurs uncommonly, however. I illustrate, in turn, that this lack of reflexivity hinders discussion about the way academic research practices induce breaks with the social realities which these scholars are trying to understand. In light of this argument, and based predominantly on a translation and extension of Pierre Bourdieu’s ideas, this dissertation thus illustrates how the language-games of scholars in organizational communication studies sustain a limited practice of reflexivity and considers its effects on their production of knowledge.

The present work has the purpose of analyzing texwork propositions in 5 classrooms of the first grade in five different town government supported elementary schools in the city of Maceio, Alagoas State. In order to accomplish the study it were considered proposed themes suggested in five portuguese language textbooks officially adopted by the institutions and other didatical materials used by the teachers. The procedure and methods used for the data gathering, concerning the quality approach, consisted in the observation of language teaching classrooms, remarking in the researcher´s diary, and the collection and digitallyzing of manuscripts found in the student´s notebooks. We realized that the teachers do very little use of the adopted texbooks, and it wasn´t found any texwork propositions which has had reference to the didatical materials. We could also observe that this default reveals itself not only in the teachers but also the school cordinators, they either don´t know about or don´t regard in their practice the educational policies(federal and local) about classrooms textworks concerns . Which means, the two identified propositions of textworks don´t remind, at the least, the writing process and it´s interaction appeal, in comunication and social concerns. Besides, there weren´t any planning by the teachers, that, in proposing to the students those themes, they seemed to do it just for time class fulfillment. By the end, this study comes to realize that almost there weren´t textwork propositions in those classes ; which indicates a deep disconcern amongst those suggested textwork propositions found in the adopted Portuguese language textbooks that, besides their differences, are developed according to oficially estabilshed criteria and the ones brought by the teachers to the classroom. / Este trabalho teve como objetivo analisar as propostas de produção de textos em cinco salas de aula de 1ª série do Ensino Fundamental de cinco escolas da Rede Municipal de Ensino de Maceió, estado de Alagoas. Para a efetivação dessa análise foram consideradas as propostas de produção sugeridas por cinco livros didáticos de português adotados oficialmente pela instituição e outros materiais didáticos usados pelos professores. O procedimento metodológico utilizado para a coleta dos dados consistiu na abordagem qualitativa, mediante a observação de aulas de ensino de língua, fazendo-se o registro em diário de campo, e o recolhimento e digitalização dos manuscritos escolares encontrados nos cadernos dos alunos. Pudemos constatar que os docentes fazem muito pouco uso do livro didático adotado, e não foi encontrada nenhuma proposta de produção de texto que tenha tido como referência didática as orientações desse material. Também se observou que essa ausência revela que, tanto as professoras quanto as coordenadoras pedagógicas, desconhecem ou não consideram em sua prática as diretrizes curriculares (federal e municipal) sobre o trabalho com produção de texto em sala de aula, ou seja, as duas propostas de produção textual identificadas não respeitaram, minimamente, o processo de escritura e sua dinâmica interacional, comunicativa e social. Além disso, não houve qualquer tipo de planejamento por parte das professoras, que, ao proporem aos alunos aquelas produções, usaram-nas como forma de preenchimento do tempo didático do aluno. Por fim, esse estudo concluiu que praticamente não foram realizadas propostas de produção de texto nessas séries; fator que indicia um hiato profundo entre aquelas propostas de produção sugeridas pelos livros didáticos de português adotados que, apesar de suas diferenças, são elaborados segundo critérios estabelecidos oficialmente e o que o professor faz em sala de aula.

Syftet med denna studie är att undersöka lärares och lärarstudenters syn på kamratbedömning för textarbeten i årskurs 4–6 samt att se vilka kamratbedömningsmetoder de anser gynnsamma för elevernas textarbeten. Detta är en kvalitativ studie som genomförs via semistrukturerade intervjuer. Både lärare och lärarstudenter intervjuas för att visa likheter och skillnader på både individ- och gruppnivå. Intervjuerna transkriberas och svaren bearbetas utefter en tematisk analys.  Resultaten visar att både lärarna och lärarstudenterna har en övervägande positiv syn på kamratbedömning för textarbeten i årskurs 4–6, men att lärarna kan se fler fördelar och förespråkar metoden mer än vad lärarstudenterna gör. De främsta positiva effekter de anser att kamratbedömning kan bidra till är gemensamt lärande och en utvecklad kritisk granskningsförmåga hos eleverna. De negativa effekter som framförallt betonas är att kamratbedömning kan generera generella och missvisande kommentarer som inte leder till ökat lärande samt att det kan ha en negativ inverkan på sociala relationer.  De metoder som lärarna och lärarstudenterna anser vara gynnsamma för elevernas textarbeten är ”two stars and a wish”, användandet av checklistor eller mallar med genrespecifika kriterier samt digital respons via inspelningsprogram och direktkommentarer i digital text. / The purpose of this study is to examine teachers' and teacher students' view on peer assessment for text work in grades 4–6 and to see which peer assessment methods they consider favorable for students' text work. This is a qualitative study with semi-structured interviews. Both teachers and teacher students are interviewed to show similarities and differences at individual- and group level. The interviews are transcribed and the answers are processed through a thematic analysis. The results show that both teachers and teacher students have a mainly positive view of peer assessment for text work in grades 4-6, but the teachers can see more benefits and they advocate the method more than the teacher students do. The main positive effects they see with peer assessment are common learning between students and a developed ability to critically review texts. The negative effects they emphasize are general and misleading comments between students that do not lead to increased learning and possible negative impact on social relationships. The methods the teachers and the teacher students prefer for students' text work are "two stars and a wish", checklists or templates with genre-specific criteria and digital peer review with recording programs and comments in digital texts.