Retextualização no gênero prova.

Abstract

This dissertation has, as its object of study, activities of retextualization underlying the writing of genre discourse, more specifically, the strategies that are the responses produced by subjects enrolled in a master's selection. Our focus from the research question "What is the relationship between the strategies retextualization inherent in the discursive production of responses, and literacy practices highlighted by the candidates in a selection for master's POSLE/UFCG?", led us to i) identify the strategies mobilized; ii) describe the practices of emergent literacy in texts constructed by the candidate; and iii) to relate them to the most recurrent strategies. Thus, guided by the research question and the aforementioned objectives, our analysis focused on paraphrases used by candidates, produced from the reading and understanding of theoretical texts, which served as the foundation texts. Our theoretical framework was based mainly on studies of Marcuschi (2001), Matencio (2002, 2003, 2006) and Dell'Isola (2007) dealing with the notion of retextualization; in approaches to the phenomenon of paraphrases from the ideas developed by Fuchs (1985) and Hilgert (1997, 2002, 2006); the work carried out by Melchior (1999), Moretto (2008), Kemiac (2011) and others who illuminated our thinking with regard to selective reviews and discursive genre test; and considerations about literacy practices, made by Street (2003) Kleiman (2005) and others. Through the awareness of the varied manifestations of paraphrases, we could verify the relation between them and the practices of literacies that denounce the familiarity and/or expectations of the candidates with the academic discourse community who wish to join.