O enunciado de atividades escolares como gênero textual.

Abstract

In this dissertation, the statements of school activities are understood as a textual genre widely used by teachers. Its elaboration, however, has been little studied in the undergraduate courses given to the scarcity of sources that approach the subject. The purpose of this dissertation is to analyze the constitution (structure and purpose) of statements of evaluative activities of four subjects of High School, namely: Portuguese Language, Mathematics, History and Biology. As a result of this objective, the specific ones are: (1) to defend, in the light of socio rhetorical theory, the statements of evaluative activities as a genre of teaching activity and (2) to describe the structure and purpose of the statements. To do so, the research that gave rise to this dissertation was organized as a quantitative qualitative study of a documentary corpus consisting of 540 statements of activities collected from evaluation activities of the referred level of education, being part of this corpus coming from evaluations elaborated by teachers from the subjects referred and part coming from two education systems adopted by a private school in a given city of Paraíba. From the theoretical point of view, the research is based on the Socio rhetorical theory , as presented by Bazerman (2011) and Miller (2012), in the studies about statements of school activities (LINO DE ARAÚJO, 2017; BARROS, 2004). The results of the research demonstrate that the genre on canvas is characteristic of the school sphere, its main purpose is to incite the student subject to a demonstration of knowledge. From the point of view of the structure, four patterns were identified: Command; Context + Command; Text + Command; Text + Context + Command. Four purposes were also identified: Completing information, Questioning, Recognizing information and Inciting action. Finally, it was possible to conclude from the analysis that the most recurrent sentence models in the didactic system modules do not influence the teachers' elaboration, which is based on the model adopted by ENEM, which is the fourth standard identified in the data.