Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-09-19T14:42:06Z No. of bitstreams: 1 arquivototal.pdf: 6001290 bytes, checksum: 847e8b168365fff549eeafc126ef8348 (MD5) / Made available in DSpace on 2017-09-19T14:42:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 6001290 bytes, checksum: 847e8b168365fff549eeafc126ef8348 (MD5) Previous issue date: 2016-12-13 / This work is to report a survey conducted with a focus group of eight (8) students in the third year of High School in a private school in the basic education in the city of Barbalha, the interior of Ceará. The main objective of the research was to propose reading strategies, interpretation and written productions in the English language for students of this school level, using as support the genre Opinion Article in a literacy perspective. The development of our work sets out the concerns and questions arising from the interaction with teaching professionals in the search for approaches, more efficient methods and techniques for the consolidation of the teaching and learning of the English language such as: Is there lack of textual productions in English classes in high school classes? Is there lack of proper guidance from teachers to conduct more accurate reading and interpretation exercises, as well as text production activities in English? For the realization of our research we started from the concept of language as socio-discursive interaction instrument Bronckart (2012). The notions of genres had as main theoretical contributions from Marcuschi (2012); Bazerman (2006); Dolz, Noverraz and Shneuwly (2004), among others. The reading concepts and textual interpretation were anchored in Munhoz (2002) and Souza (2005). Planning and production of the genre Opinion article was drawn from the teachings of Calkins (2012). The methodology used to achieve the research came from the planning stages of writing a text according to the author quoted above with the preparation of a text of the initial draft, a draft in Portuguese followed by the 1st. written in English with subsequent discussions in the classroom with students, consolidating the steps with the rewriting of the artlice. At the end, we found that the students involved in the process were successful in producing an argumentative textual genre in English language, understanding that this process of authoring writing is essential for the development of consciousness, critical and reflective human beings. / Este trabalho tem como finalidade relatar uma pesquisa realizada com um grupo focal de 8 (oito) alunos, estudantes do 3º. Ano do Ensino Médio de uma escola particular de educação básica localizada na cidade de Barbalha, interior do Ceará. O objetivo principal da pesquisa foi o de propor estratégias de leitura, interpretação e de produção escrita em Língua Inglesa para alunos desse nível de ensino, usando como suporte o gênero textual Artigo de Opinião numa perspectiva de Letramento. O desenvolvimento de nosso trabalho partiu das inquietações e indagações advindas do convívio com profissionais docentes na busca por abordagens, métodos e técnicas mais eficientes para a consolidação do processo de ensino e aprendizagem do idioma Inglês tais como: Falta produção textual nas aulas de Língua Inglesa em turmas do Ensino Médio? Falta orientação adequada dos docentes para a condução de atividades mais precisas de exercícios de leitura/interpretação e produção textual em inglês? Para a concretização de nossa pesquisa partimos dos pressupostos de Língua como instrumento de interação sócio-discursiva de Bronckart (2012). As noções de gêneros textuais tiveram como aportes principais os teóricos Marcuschi (2012); Bazerman (2006); Dolz, Noverraz e Shneuwly (2004), entre outros. Os conceitos de leitura e interpretação textual foram ancorados em Munhoz (2002) e Souza (2005). Para o planejamento e produção do gênero textual artigo de Opinião nos valemos dos ensinamentos de Calkins (2012). A metodologia usada para a concretização da pesquisa partiu do planejamento das etapas de escrita de um texto segundo a autora acima citada com a confecção de um esboço inicial do texto, um rascunho em Língua Portuguesa seguido da 1ª. escrita em Inglês com discussões subsequentes em sala com os alunos, consolidando as etapas com a reescrita. Ao final, constatamos que alunos envolvidos no processo lograram êxito na produção de um gênero textual dissertativo argumentativo em Língua Inglesa, entendendo que esse processo de autoria escrita é essencial para o desenvolvimento da consciência, crítica e reflexiva dos seres humanos.

O presente trabalho toma como objeto o processo de escrita do texto acadêmico. Analisa os efeitos do trabalho de escrita conceito elaborado por Riolfi (2003) que ocorrem quando aquele que redige um texto se permite um processo de mão dupla: a) por um lado, permite que tanto a linguagem quanto os saberes já inscritos na cultura ressoem em seu corpo e; b) por outro, consegue distanciar-se o suficiente deste lugar de caixa de ressonância de modo a poder circunscrever um lugar enunciativo desde onde buscar respostas para questões que lhe sejam caras. Mobilizando o conceito de pulsão (FREUD, 1915, 1920; LACAN, 1964), uma vez que desejei vincular o ato de escrever com as maneiras por meio das quais preferencialmente cada pessoa obtém suas satisfações ao longo de sua existência, selecionei duas informantes com trajetória muito similar e economia pulsional bastante diversa. Como resultado da análise dos dois dossiês, que reúnem todos os rascunhos das dissertações das duas mestrandas, foi possível pontuar duas facetas pedagógicas diferentes envolvidas no percurso de construção do texto acadêmico: aprender a escrever e aprender ao escrever. Aprender a escrever foi a expressão utilizada para recobrir as operações necessárias para incluir o outro na escrita, considerando os efeitos de sentido potencialmente suscitados pelo texto. Trata-se, portanto, de uma mudança na economia da pulsão oral. Aprender ao escrever, por sua vez, consiste na possibilidade de utilizar a escrita como dispositivo de ensino para aprender uma teoria até o ponto de oferecê-la subjetivada ao leitor. Trata-se, portanto, de uma mudança na economia da pulsão anal. No processo de tessitura da dissertação das duas informantes, também analisei as intervenções realizadas pelo orientador, as quais permitiram a ocorrência de deslocamentos da relação do aluno com o saber no percurso de formação. Sendo assim, o estudo mostrou que a escrita é um poderoso dispositivo de ensino e sublimação. Quem decide enfrentar este processo jamais sairá ileso das ações que a linguagem exercerá no seu corpo. Concluí, portanto, que a condição necessária, por parte de um pesquisador, para escrever e ser formado é pautar suas ações na responsabilização (HANS JONAS, 2006). / This work deals with the academic writing process. It analyzes the effects of the Writing Work a concept elaborated by Riolfi (2003). According to her, this process occurs when the one who writes an academic text allows himself to go into a two-way process: a) on one hand allows either the language or the knowledge that is already inscribed in culture to resound in its body and; b) on the other hand, is able to be distant enough from this place of resonance box in order to circumscribe an enunciative place, since the location one can look for answers to the questions that are important to him/her. Using the concept of pulsion (FREUD, 1915, 1920; LACAN, 1964), as I aimed to link the writing act with the ways through each person mainly gets his/her satisfactions lifelong, Ive chosen two Masters degree students whose trajectory was very similar, but with the pulsional economy widely different. As a result of the two dossiers analysis, which put together all the drafts of the informants dissertations, it was possible to demonstrate two different pedagogical facets involved in the academic writing process: learning how to write and learning while writing. Learning how to write was the expression used in order to cover the necessary operations to include another person in the writing task, considering the meaning effects potentially raised by the text itself. It is, therefore, a change in the oral pulsion economy. Learning while writing is the possibility of using writing as a teaching device to learn a theory until it can be available on a subjective way to the reader. It is, therefore, a change in the anal pulsion economy. Observing the dissertation writing process of the two informants, I also analyzed the interventions made by the adviser, which provided some displacement of the student relationship with knowledge during the development journey. In such case, this study has shown that writing is a powerful device for teaching and sublimation. The one who decides to face this process will never be unharmed of the actions which language is going to perform in his/her body. I concluded, therefore, that the necessary condition in the researchers rule, in order to write and be graduated is guiding his/ her actions through responsibleness. (HANS JONAS, 2006).

Desenvolver reflexões sustentadas na possibilidade do estranhamento acerca da adjacência da arte com a vida que partem de diferentes vivências clínicas circunscritas pela prática como terapeuta ocupacional, mas a extravasam por todos os lados. Esse é o enunciado desta pesquisa. A escrita é amparada na construção de narrativas, que intentam produzir enunciados coletivos e favorecer a constituição de um plano de duplo devir, onde ao mesmo tempo em que recria o vivido, o próprio narrador cria-se a si próprio. A seleção das cenas para se colocar em jogo inquietações e encantamentos advindos dos pontos de contato entre uma prática clínica e certos acontecimentos estéticos e/ou artísticos parte de achados da memória que emergem em seu caráter violento e indecifrável, que obriga a vida a transgredir-se a si própria e criar novos campos de alastramento. A exploração do tema parte de dois lugares de enunciação e ancoragem, apresentados como Plataforma Arte e Estação Clínica. A Plataforma Arte se ocupa de percorrer passagens de estado na história da arte que ajudam a pensar a transitoriedade das certezas sobre a produção estética e sua indissociabilidade com acontecimentos de ordem política e social. A história é pensada a partir do ponto de vista de Walter Benjamin, ou seja, como um discurso que é sempre do colonizador, ao que caberia então escovar a história a contrapelo, buscando uma história menor dentro de uma história maior. Trabalhos de artistas, cenas da experiência como monitora da 27a Bienal de São Paulo Como Viver Junto e da prática profissional são mobilizadas para favorecer a construção de um pensamento contemporâneo da arte, entendido como aquele que, em seu caráter estrangeiro, permite a liberação de novas possibilidades da experiência; a escritura de outras histórias. Essa conceituação aproxima-se inevitavelmente de um posicionamento ético-político, o que justifica sua relevância para a pesquisa. A Estação Clínica, por sua vez, passeia por cenas de atendimentos feitos em Centros de Atenção Psicossocial (CAPS) da cidade de São Paulo e outras advindas de situações cotidianas quaisquer. Os pontos de atenção são aqueles nos quais algo se desencaixa sutilmente do previsto e onde, a despeito das funções institucionalmente designadas, não se sabe mais ao certo quem acompanha quem. Ditos de outros, tais como Barthes, Deleuze, Guattari, Agamben, Blanchot e Walter Mignolo; e conceitos como o silêncio, a delicadeza, o eterno retorno, o acontecimento, a comunidade que vem; comparecem ao longo da pesquisa como amizades que partilham encantos, permitem e acompanham minúsculas conexões que se fazem na tentativa de desobrigar a vida de seus aprisionamentos. Ao invés da linha de chegada, trata-se aqui da declaração e perseguição de um desejo, o qual se delineia a partir do olhar para o que se dá entre elementos estabelecidos e deles desmanda. Trata-se da afirmação da fronteira como lugar onde se pode, eventualmente, experimentar liberações que fortalecem a vida em sua potência de criação de si, e de uma comunidade que vem. / This research aims to develop reflections sustained by the feeling of strangeness as a possibility on the contiguity of art and life, from clinical experiences in occupational therapy and the context beyond them. Narratives support the writing process in the attempt of producing collective enunciations and with the purpose of constructing a pattern of double becoming, in which the narrator recreates the experience at the same time that he creates himself. The selection of scenes was based on memory findings in order to reveal inquietudes and delights resulting from points of contact between clinical practice and certain esthetic and/or artistic events. Those memories findings emerge with their violent and undecipherable nature, forcing life to trespass itself and creating new spreading fields. The theme is explored from two points of enunciation and anchorage, presented here as Art Platform and Clinical Station. Art Platform deals with passages of state in History of Art, considering the transience of certainty on esthetic production and its inseparability from political and social events. History is interpreted according to Walter Benjamin, i.e., as a speech that always belongs to the colonialist, what gives us the task to brush history against the grain, looking for a minor history within a major one. Works of art, scenes from the author\'s experience as a staff member of 27th São Paulo Art Biennial How to live together and her professional practice are mobilized towards the production of a contemporary concept of Art, understood by its foreign nature, which allows new possibilities of experience and the writing of new histories. This concept is inevitably linked to an ethical and political point of view, what justifies its importance in this work. Clinical Station, by its turn, encompass scenes from clinical sessions performed by the author at CAPS (Centros de Atenção Psicossocial/ Psychosocial Care Centers) in São Paulo and other scenes from everyday life. The focus is directed to scenes in which something is subtly displaced from what is expected and when, in despite of institutional functions, it is impossible to distinguish who accompanies who. This research includes thoughts of Barthes, Deleuze, Guattari, Agamben, Blanchot and Walter Mignolo; and concepts such as silence, delicacy, eternal return, event, community that comes. They appear throughout the research in the context of friendships that share delight, allow and accompany minuscule connections made in attempt to release life from its imprisonments. Instead of reaching for a finish line, this research aims to declare and search for a desire, outlined from the regard to what happen with and what trespass established elements. It is about affirming boundaries as places where it is possible to experience releases that empower the creation in life itself and of a community that comes.

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The Making of an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics, explores how current discussions in the field of Composition and Rhetoric intersect with the theories and practices of select members of the avant-garde poetry community, focusing on the issues of genre, identity, and language. It examines each of these issues by juxtaposing discussions of leading Composition and Rhetoric scholars with creative and critical work of avant-garde poets, identifying common concerns, and describing diverse approaches to creating innovative writing practices. It demonstrates the connections between Theresa Hak Kyung Cha's multilingual text, DICTEE, and recent scholarship by Min-Zhan Lu and A. Suresh Canagarajah on multilingual student writers in order to argue for more discussion of language politics and linguistic awareness in the composition classroom. It also outlines the connections between Harryette Mullen's creative and critical work and scholarship by Donna LeCourt and Roz Ivanic on writer identity to explore new approaches to interpreting and responding to student texts. Finally, it reads Susan Howe's The Midnight in conversation with leading genre theorists such as Amy Devitt and compositionists such as Robert Davis and Mark Shadle who argue for assigning multigenre papers. / English

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005. / This research is based on a study which was made in order to investigate why the students who study Education at the Eastern Cape Technikon fail to acquire competence in essay writing, in spite of going through the Computer program that is being used by the Department of Communication. The name of this program is the Writing Process Workshop, and will be referred to as the WPW throughout the study. This program has been in use at the Technikon as a form of supplementary program for those students who were perceived to have shortfalls1 in their essay writing communication skills. This perception came about from the Department of Communication which decided that those students who scored less than 40% overall in (in language, not in content) their assignments, class works, and tests should go through the program and work independently, in the hope that their performance will improve. The study spans over two years, with the first year being the period where the researcher collected data in the form of written errors that the students made in their essays. The second year of the research is the period when the main research took place. During the second year of the research, the researcher observed the students as they went through the WPW for three months. Upon completing the program, the students were asked to respond to a questionnaire. In addition to the questionnaire, the researcher examined the student errors that occurred in the students’ essays throughout 2003 (while they were on the program, together with the ones from last year (2003). The reason for this was to determine if the errors that were present in 2002 are still present even after the students had gone through the WPW. The researcher then found that there was still considerable occurrence of the same errors in the students’ essays, a fact which led the researcher to deduce that very little improvement in the writing skills of the students has occurred between 2002 and 2003. To explain the above point further, the research findings indicated that the essay-writing competence of the subjects did not improve in spite of the WPW intervention.The researcher then went on to evaluate the program, using a set of guidelines2, and found it consistent with the requirements of the evaluation; and therefore ruled it out as the cause of the failure of students to improve their competence in writing. Based on the findings of the study, the researcher found that the students do not put conscious effort to apply what they have learnt in the program, and that some have not even completed the required tasks from the program. She also found that there is lack of integration of the software into the curriculum. Specific recommendations in Chapter 9 are given on how to facilitate this integration and to motivate the students to apply what they have learnt from the WPW to the mainstream essay writing exercises.