A intertextualidade nas redações de vestibular: uma reflexão sobre os gêneros que constroem o discurso do vestibulando

Abstract

Starting from Patrick Charaudeau s Semiolinguistics, the writing task, in the Brazilian college entrance exam (from here on referred to as Vestibular), was considered an act of language (?), in which candidates aim at convincing the examination committee how good the final text was. This research aims at analyzing the textual genres recurring in students productions (all written in the year 2005, at the State University of Rio de Janeiro UERJ). In this investigation, intertextuality is taken as an indicating sign.The thesis defended here consists of showing that the textual genres dealt by students throughout their schooling are not reflected in their writing, even though the discoursive situation represents a turning point in their career. The studies were carried as follows: analysis of the Vestibular event as an act of language; reflections on reading and writing; conceptualization of intertextuality; study of textual genres and corpus analysis.The conclusions inferred in the analysis confirmed the thesis: most essays do not reveal any intertextual connection with the genres traditionally prioritized in the school environment, but a predominance of genres marked by orality (like, for example, protest expressions and proverbs).Besides this investigation, the teaching of intertextuality in Brazilian high schools is discussed through the analysis of some text books, and a different teaching method is suggested. Furthermore, the belief that it is the Portuguese Language teacher s responsibility over the students ideas reflected in their written texts is discussed, thus presenting an interdisciplinary proposal of how an essay should be written, so as to promote the different genres dealt with in the different school subjects