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Previous issue date: 2009-04-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In this work, we study the types of paraphrases used by the students of the Language and Literature Course when they reformulate a source text in the theoretical section of the monographs produced as texts for the conclusion of the course. Our main goal is to know how the process of textual reformulation takes place in the production of the monographic gender. From the used theoretical orientation (Fuchs,1982; 1994; Charaudeau and Maingueneau, 2006; F?vero et al, 2007; Hilgert, 1997, 2002, 2006; among others) we have worked with the paraphrase notion as an activity of discoursive reformulation, considering as the basic groundings
the situation of communication and the subjects, or the wider context. In a more specific way, we have considered that the paraphrase performs alterations in the formal level, in the semantic level and in the functional level. Besides that, we sought to articulate the practice of paraphrasing to the gender of discourse in which it
appears and to the contextual implications involved in the producing of the gender in question, and in doing so we were grounded in Baktin?s (2003) and Maingueneau?s
(1998; 2001) postulates. For the analysis of the corpus that consists of 19 monographs, we have used the three categories defined by Hilgert (2002, 2006):expansion, condensation and parallelism as a way of identifying, describing and characterizing the types of paraphrases used by the students who produced the monographs when they take up Travaglia?s (1996) text about the language conceptions. The results show that the use of the paraphrastic parallelism (with 69.45 % in relation to only 18.41% of condensation and 12.13 % of expansion) was the most recurrent in the reformulations performed by the students who produced the monographs and this manifestation was characterized mainly by the lexical-semantic repetition of fragments of the source text. We have concluded that the high incidence of paraphrastic parallelism is an indication that the student does not have a command of the ways of production and circulation of the discoursive genders uttered in the academic-scientific realm / Neste trabalho, estudamos os tipos de par?frases utilizados por alunos do curso de Letras, quando da reformula??o de um texto-fonte, na se??o de fundamenta??o te?rica de monografias produzidas como texto de conclus?o de curso (TCC), com o intuito maior de entendermos como acontece o processo de reformula??o textual na produ??o do g?nero monogr?fico. A partir da orienta??o te?rica utilizada (Fuchs, 1982; 1994; Charaudeau e Maingueneau, 2006; F?vero et al, 2007; Hilgert, 1997, 2002, 2006; dentre outros), trabalhamos com a no??o de par?frase enquanto atividade de reformula??o discursiva, considerando como fundamentos b?sicos a situa??o de comunica??o e os sujeitos, ou o contexto mais amplo. E, de um modo mais espec?fico, consideramos que a par?frase opera altera??es no plano formal, no plano sem?ntico e no plano funcional. Al?m disso, procuramos articular a pr?tica do parafraseamento ao g?nero de discurso na qual aparece e ?s pr?prias implica??es contextuais envolvidas na produ??o do g?nero em quest?o, estando, para tanto, baseados fundamentalmente em postulados de Bakhtin (2003) e de Maingueneau (1998; 2001). Para a an?lise do corpus constitu?do de 19 monografias, utilizamos as
tr?s categorias definidas por Hilgert (2002; 2006), a expans?o, a condensa??o, e o paralelismo, como forma de identificar, descrever e caracterizar os tipos de
par?frases utilizados pelos alunos produtores de monografias na retomada do texto de Travaglia (1996), acerca das concep??es de linguagem. Os resultados
encontrados evidenciam que o uso do paralelismo parafr?stico (com percentual de 69,45% em rela??o a apenas 18,41% da condensa??o e 12,13% da expans?o) foi o mais recorrente nas reformula??es realizadas pelos alunos produtores, sendo sua manifesta??o caracterizada predominantemente pela repeti??o l?xico-sint?tica de
fragmentos do texto-fonte. Conclu?mos que a alta incid?ncia do paralelismo parafr?stico ? uma indica??o de que o aluno ainda n?o domina os modos de produ??o e circula??o dos g?neros discursivos proferidos na esfera acad?micocient?fica
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16158 |
| Date | 27 April 2009 |
| Creators | Bernadino, Ros?ngela Alves dos Santos |
| Contributors | CPF:40598195491, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783922T2, Passeggi, Lu?s ?lvaro Sgadari |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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