The text: meaning unit at the teaching of language at school
This work aims to propose a discussion about reading and writing in school, as singular processes of learning, anchored in an enunciative understanding of language. The theoretical basis of this study, as theoretical and methodological principles, is the reflection of the linguist Émile Benveniste,...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/473 |
| Acceso en línea: | https://cadernos.abralin.org/index.php/cadernos/article/view/473 |
| Access Level: | acceso abierto |
| Palabra clave: | Leitura Escrita Ensino Enunciação Reading Writing Teaching Enunciation |
| Sumario: | This work aims to propose a discussion about reading and writing in school, as singular processes of learning, anchored in an enunciative understanding of language. The theoretical basis of this study, as theoretical and methodological principles, is the reflection of the linguist Émile Benveniste, specifically those constructed in his Enunciation Linguistics, compiled in his two reference works: Problems of General Linguistics I and II. We know that the terms reading and writing are not specific objects of Benveniste's study. However, based on his assertions about language, man and society, we believe that productive teaching work is possible, in which reading and writing become enunciative activities where announcers put themselves as subjects of their act of saying in a singular relation between I-you-here-now. The methodology used in this proposal presents qualitative-methodological principles for an analysis of texts in different situations of language teaching in school, taking it as a unit of learning, specifically in activities involving reading and writing. The intention is to reflect on teachers education, observing their activities of analysis, necessarily enunciative, with texts - in their reading and writing dimensions, at basic education schools. |
|---|