A dinâmica discursiva no jornal escolar: a negociação de vozes em práticas de uso real da língua

Abstract

This research examined 11 journalistic texts written by students in the ninth grade of a State school after we noticed that the criticism that the students were against the school had no room in writing in class. As a way to meet these say no ears, we saw the need to investigate how students, to write for the school newspaper thought the school experiences and as incorporated the word of another, such as the respondents, in their texts. We in the following research question: how student to plan and organize the ideas, research and interviews, textual constructions that include your voice and the voice of the other in the text of the school paper? We had as general objective to create through a school newspaper space for the student to use the word in actual language use practices. We seek specific objectives: i) "Return the word" students as in the expression of Geraldi, for whom the text must be built based in a real script in which the reader of the text is not just the teacher, ii) Discuss how students construct views on the situations experienced in the school space and iii) teach voices management strategies based on the intention to be achieved , iv) analyze the linguistic mechanisms used for the introduction of the word on the other and negotiation of voices that have emerged from the teaching of management of voices present in the text by means of a motion for intervention. This is a research-action which comprises a social vision of the school and another that is the perspective of discursive language. For the construction of the first take as a basis the theorists Soares (2017), Geraldi (1993) and Apple (1995). For the second, we in theoretical us Pêcheux (2014), Maingueneau (2014) and Authier-Révuz (2004). The methodology of our intervention included the creation of a school newspaper called "Tipití", the introduction of writing texts for this newspaper, as reading and continuous rewriting, sometimes in voluntary character. In the classroom, we carry out activities aimed at teaching the ways for the inclusion of the other words in the speech left the reading of a text, giving an account of the actual interference arising from it. The results showed that the text written for the school newspaper sparked several controversies in the school and the understanding of the voice of the other in text teaching and learning has contributed to a more reflective writing with regard to the intention of the text written in elementary school.