Orientador: Silvana M. Serrani-Infante

Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem

Resumo: Esta pesquisa visa a estudar o exercício da função de autoria em aulas de escrita em inglês como Língua Estrangeira (LE) e o embasamento teóricometodológico articula transdisciplinarmente fundamentos da Lingüística Aplicada e da Análise do Discurso (AO), pressupondo uma concepção...

Resumo: Esta pesquisa visa a estudar o exercício da função de autoria em aulas de escrita em inglês como Língua Estrangeira (LE) e o embasamento teóricometodológico articula transdisciplinarmente fundamentos da Lingüística Aplicada e da Análise do Discurso (AO), pressupondo uma concepção psicanalítica da subjetividade. A hipótese fundamental é que através da exercitação de voltas meta-enunciativas do dizer (retornos do dizer na cadeia enunciativa - Authier-Revuz, 1995), e da conscientização de efeitos de sentido por elas produzidos, estaremos modificando as condições de produção no discurso pedagógico em sala de aula de escrita em LE, propiciando a mobilização do sujeito no exercício de sua capacidade de autoria, isto é, levando os aprendizes a confrontarem-se com suas funções como enunciadores de pontos de vista que envolvem questões de responsabilidade no dizer. Trabalhamos com a noção de sujeito dividido, polifônico, não intencional, sem o domínio completo de seu discurso e com a concepção de linguagem como interdiscursividade heterogeneamente constituída (M. Pêcheux, 1990). Ao longo de um ano, foram acompanhadas as produções textuais de alunos universitários de segundo ano de Curso de Letras, na disciplina Prática Escrita. Uma classe foi dividida em dois grupos, levando-se em consideração o nível de desempenho dos participantes no primeiro semestre letivo. Os integrantes da proposta tomaram conhecimento de algumas voltas meta-enunciativas que julgamos mais favoráveis às suas produções escritas e a seu nível de competência lingüística. Interessava chegar a saber se, com mudanças nas condições de produção e a exercitação das citadas voltas, haveria um melhor desempenho na prática escrita dos enunciadores, isto é, se os aprendizes produziriam mais, ou melhor, ousariam mais em suas argumentações e,apesar de algumas limitações impostas pela materialidade lingüística, facilitar-se-ia o processo inscrição na segunda língua (Serrani-Infante, 1997). O resultado de nosso trabalho nos mostrou que há alterações significativas nq jogo de imagens e de formações imaginárias. O aluno passa a se ver e a ser visto como participante de uma proposta de mudança; o professor é também pesquisador; a própria sala de aula passa a ser um lugar de desafios e descobertas e, sobretudo, há mudanças gratificantes nas produções textuais dos aprendizes-enunciadores a partir da proposta, dando-nos a possibilidade de afirmar: a) que existem estratégias extremamente válidas que podem alterar de modo frutífero as produções escritas dos alunos e os próprios programas de ensino de escrita; b) que dentre tais estratégias, as voltas meta-enunciativas representam um caminho profícuo, motivador e inédito e dão possibilidades ao aprendiz de escrita em LE de se inscrever na língua estrangeira, desenvolvendo funções de autoria que propiciam a construção de um imaginário em que o enunciador é, cada vez mais, responsável pelo seu dizer

Abstract: This research investigates the practice of authorship in writing English as a Foreign Language and the theoretical and methodological basis that provides a transdisciplinary articulation between the concepts of Applied Linguistics and those of Discourse Analysis; this presupposes a...

Abstract: This research investigates the practice of authorship in writing English as a Foreign Language and the theoretical and methodological basis that provides a transdisciplinary articulation between the concepts of Applied Linguistics and those of Discourse Analysis; this presupposes a psychoanalytical conception of subjectívity. The fundamental hypothesis is that the use and practice of "boucles réflexives" (repetitions of previous affirmations in a linear chain of speech - Authier-Revuz, 1995), and an awareness of the effects of these devices on (the) meaning, will modify the conditions of production in pedagogic discourse in English language writing classes, facilitating the mobilization of the subject in exercising hislher capacity of authorship, i.e., providing the leamers with the opportunity of accepting their own functions as enunciators of points of view that involve the issue of responsibilíty for what is saído. We worked with the notion of a divided, polyphonic and unintentional subject, without complete control of hislher discourse and with the conception of language as interdiscourse heterogeneously constituted (M. Pêcheux, 1990). The textual production of second year university students enrolled in the discipline of Writing Practice Y'as collected for the period of one academic year. The class was divided into two subgroups according to class performance in the first semester. One subgroup was taught some basic "boucles" considered to be useful for written production and linguistic knowledge, to see whether these conditions of . production and the practice of "boucles" would lead to better compositions, whether the leamers would take the risk of producing more text, i.e., if they would accept the challenge and, despite their limited linguistic knowledge, whether these devices would facilitat the process of inscription in the second language (Serrani-Infante, 1997). The result of the research showed meaningful alterations in imaginary formations, with the students becoming participants in changes; the procedure situates the teacher as researcher, and the classroom as the location of challenges and discoveries. Modifications observed in the textual productions of the students (apprentice writers) were encouraging and suggested that:, a) it is possible to devise valid strategies to improve both written production of foreign language students and the curriculum for writing instruction; b) among these strategies are "boucles", which represent a new and exciting way of fumishing the apprentice writer with the possibility of inscribing himlherself in the foreign language, developing functions of authorship, that propitiate the construction of an imaginary in which the enunciator is more and more truly responsible for what he/shesays (for what is said).This research investigates the practice of authorship in writing English as a Foreign Language and the theoretical and methodological basis that provides a transdisciplinary articulation between the concepts of Applied Linguistics and those of Discourse Analysis; this presupposes a psychoanalytical conception of subjectívity. The fundamental hypothesis is that the use and practice of "boucles réflexives" (repetitions of previous affirmations in a linear chain of speech - Authier-Revuz, 1995), and an awareness of the effects of these devices on (the) meaning, will modify the conditions of production in pedagogic discourse in English language writing classes, facilitating the mobilization of the subject in exercising hislher capacity of authorship, i.e., providing the leamers with the opportunity of accepting their own functions as enunciators of points of view that involve the issue of responsibilíty for what is saído. We worked with the notion of a divided, polyphonic and unintentional subject, without complete control of hislher discourse and with the conception of language as interdiscourse heterogeneously constituted (M. Pêcheux, 1990). The textual production of second year university students enrolled in the discipline of Writing Practice Y'as collected for the period of one academic year. The class was divided into two subgroups according to class performance in the first semester. One subgroup was taught some basic "boucles" considered to be useful for written production and linguistic knowledge, to see whether these conditions of . production and the practice of "boucles" would lead to better compositions, whether the leamers would take the risk of producing more text, i.e., if they would accept the challenge and, despite their limited linguistic knowledge, whether these devices would facilitat the process of inscription in the second language (Serrani-Infante, 1997). The result of the research showed meaningful alterations in imaginary formations, with the students becoming participants in changes; the procedure situates the teacher as researcher, and the classroom as the location of challenges and discoveries. Modifications observed in the textual productions of the students (apprentice writers) were encouraging and suggested that: a) it is possible to devise valid strategies to improve both written production of foreign language students and the curriculum for writing instruction; b) among these strategies are "boucles", which represent a new and exciting way of fumishing the apprentice writer with the possibility of inscribing himlherself in the foreign language, developing functions of authorship, that propitiate the construction of an imaginary in which the enunciator is more and more truly responsible for what he/shesays (for what is said)