O graduando de letras e a escrita: entre representações e vozes como espaço de ação discursiva.

Abstract

This thesis extends the discussion around academic writing studies, focusing, in particular, in the phenomenon of social representations constructed about this ongoing object of teacher education. Accordingly, in order to answer the research questions: What representations are revealed about writing for undergraduates in Letters? And which voices are highlighted in speeches by graduating in Letters about representations of writing? The study aims to investigate the perceptions of students in Letters about writing and, to this end, proposes to unveil the written representations by graduating in letters and analyzing the voices presented in speeches of undergraduates on the written representations. The methodology used is qualitative basis, which follows the procedures of experiential research (cf. MICCOLI, 2014) and exploratory research (cf. MOREIRA; CALEFFE, 2008). When it comes to data collection, It was applied 1 (one) questionnaire and conducted 3 (three) reflective sessions with groups of students of 3 (three) top-level institutions located in the State of Paraíba. The corpus consists of a set of statements of licensed registered in the period between the 3°, 5°, 6°, 7° and 9°. The theoretical fundaments anchor in the phenomenon of social representations developed by Moscovici ([1961] 2013) and incorporated by his followers, among them Spink (1995) and Jovchelovitch; Guareschi (1994), as well as within the framework of the methodologicaltheoretical ocio-discursive Interactionism, specifically, on the level of enunciation mechanisms or accountability mechanisms may include present in textual architecture, from the Agency of voices essay, according to the weights of Bronckart (2012 [1999]; 2006; 2008), as well as in the study of voices in society in the light of socio-pragmatic directed by Mey (2001). The results indicate that the knowledge and attitudes revealed about the object under investigation serve as encouragement for the development of two types of social representations about academic writing, namely: representation of academic writing as required practices in course and written representation as task that requires skills. As for the analysis of discursive voices, the data signal the Agency of two types: voices of empirical and author voices of characters, with the claim that the latter is acknowledged, by inference, the maintenance of social voices. The data indicate that the social representations about writing revealed from the voices of teachers in training can contribute to both the academic and scientific training and field of knowledge say in academic sphere as for professional identity, as well as for access to promotion and the socialization of agency expertise in area of expertise. Finally, the research brings implication to the need for studies to behold the voice of the subjects investigated, seen as legitimate agents of events and teaching/learning processes in set contexts.