A autoria nas conclusões das monografias: o uso de modalizadores

Abstract

The following thesis aims to analyze the usage of modalizers by college students in their monographies conclusions, at three universities in the city of Volta Redonda (UFF, UniFOA and UGB). The survey tries to comprehend how these modalizers may shape the authorship in such productions and the meaning effects those linguistic marks may cause in the aforementioned conclusions. The specific objectives of the research were: a) to identify the modalizers in the monographies conclusions and classify them, discursively, among (logical, deontic, appreciative and pragmatic); b) to evaluate the meaning effects on the occurrences of modalizers (logical, deontic, appreciative and pragmatic) throughout the academics monography conclusions, graduating in higher-level courses; c) to check if there is authorship on behalf of the students who produced the monographies conclusions; d) to contrast the most used modalizers types on the monographies conclusions, which constitute the corpus, with the meaning effects which these modalizers may present, in order to confirm the materialization of the author s voice in the monographies conclusions; e) to defend the premise that it is possible to teach the students how to mark the scientific productions authorship, and to point out the lack of relevant discursive elements for such productions in the scientific researches preparation manuals.It was presented as hypothesis that the author-students use the modalizers in the monographies conclusions considering the structure of the gender they are producing, besides enforcing, also via the usage of modalizers, the social speeches considered acceptable by the scientific community. However, they do not waste the chance to point out, through modalizers, opinions of personal nature, which characterize the subjectivity on those productions and, consequently, set the author s mark in the production. The theoretical material that supported this research is based on the principles found in the Speech Analysis and Pragmatics, essentially supported by experts as Bakhtin (2011), Bronckart (2007), Castilho and Castilho (2020 and Nascimento (2009). It was investigated, via qualitative and quantitative analysis, the presence or not of modalizers in the conclusions of 50 monographies, as well as the meaning effect those modalizers present on the authors mark in such conclusions. There might be contributions to the work of teachers and students who aim to make productions of the type monography, in a way to help them with what regards the use of this linguistic resource, the modalizers, which put in evidence the subjective position of these subject-authors in the scientific productions. With the analysis of the modalizers materialized in the 50 monography conclusions, it was checked that the enunciative-discursive responsibility degree taken by the enunciator sets him up as the author of the production. Therefore, it is concluded that the linguistic choices that materialize a responsive posture, on behalf of the author-student, may be a component of the scientific productions education. Still, there should be a reflection over the need to re-check issues regarding the discursivity on the references that deal with the scientific genders.