Leitura e escrita como processos de construção de autoria

Abstract

This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating This paper consists of an account of the research developed with students of Basic This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. Education from a private school in the municipality of Minaçu-GO, with a view to investigating the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied.