Indícios de autoria e estilo na produção textual dos alunos do Ensino Médio da EJA

Abstract

Both at school and in the classroom, the work of including EJA students in the teaching-learning process is complicated and slow, since there are many aspects of life, age, experience, school histories, learning rhythms very varied. This reflects not so easily in the classroom during the students' textual productions. Faced with the aversion that many students have of writing and the difficulty that the teacher has in making the student a subject author, was what motivated us to research on this theme and how to respond to two concerns that guide every teacher of Portuguese Language, mainly , those who work with the EJA: What are the indications of authorship and style in the texts of the high school students in the EJA modality with regard to the discursive positioning? How is the work being developed for the construction of a reflexive writing and with authorship in texts of the high school students, EJA modality? Thus, according to a linguistic-discursive point of view, the present work aims to investigate in the texts of high school students, EJA modality the probable indications of authorship and style and the evolutionary process of the positioning of the students in relation to writing. As a starting point, we support Bakhtin's (1993, 2003 and 2004) theoretical conceptions of discursive genre, enunciation and about the subject / language relationship as a social and historical phenomenon in dialogue with authors such as Possenti (2002a, 2001a, 2001b [ 1998)), Ducrot (1987), Geraldi (2003, 2003a and 2003b), Koch (1990b) and Tfouni (2008), on evidence of authorship and style in the textual production of Eja high school students, according to a point of view linguistic-discursive. The results show that the reality of the student in relation to the textual production is very distant from the one desired by the national exams that use writing as an evaluative form. The students of Eja are the most disadvantaged as to the subject and the writing. We also found that the work of identifying the signs of authorship and style is possible, provided the work is done in a different way, leaving the traditional activities for an activity that uses the practices of the students to create in the student the pleasure in writing.