BATISTA, F. A.; http://lattes.cnpq.br/2565609494364160; ATAÍDE, Fabiene Araújo Xavier.
Résumé:
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.