Adressing in the propositions of text production in elementary education textbook
The present study aims to analyze how text production proposals presented in elementary schools textbooks guide the student in terms of interlocution, observing if the material worries in characterize the likely interlocutor in the text to be produced by the student. The dialogic theory of Bakhtin i...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Signótica (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/49065 |
| Acceso en línea: | https://revistas.ufg.br/sig/article/view/49065 |
| Access Level: | acceso abierto |
| Palabra clave: | Addressing. Text production. Textbook. Direccionamiento. Producción textual. Libro didáctico. Endereçamento. Produção textual. Livro didático. |
| Sumario: | The present study aims to analyze how text production proposals presented in elementary schools textbooks guide the student in terms of interlocution, observing if the material worries in characterize the likely interlocutor in the text to be produced by the student. The dialogic theory of Bakhtin is taken as a base, adopting a Enunciative-discursive perspective of language. Text production proposals in the collection Português: Linguagens, by Willian Roberto Cereja and Thereza Cochar Magalhães were analyzed. From the analyzed corpus, it was observed that the proposals do not present a detailed characterization of the possible interlocutor, not fully contemplating the Bakhtinian notion of addressing. Thus, because they do not explain who the other of the discourse is, the writing produced by the student may, in addition to becoming artificial, not favor the establishment of an active and effective dialogue between the interactants. |
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