Os encadeamentos de Frames na escrita e na reescrita de produções escritas discentes: uma abordagem sociocognitiva do processo

Abstract

This thesis aims at contributing to the teaching of Portuguese as mother tongue, promoting a linguistic-discursive analysis in the light of Cognitive linguistics and discursive Sociointerationism related to the writing process developed at school. Considering a primary universe of 68 student productions, it is proposed an analysis of a set of 28 processes of text production, composed by the text proposal, the correction grid, texts writing and rewriting produced by sixth graders from the military schools. Based on the postulates by Deborah Tannen, on cognitive structures called Frames/Framing, we analyze the considered process of text production to check how it is related the teacher s and the student s discursive spaces in such communicative interaction. It is a qualitative research whose methodological proposal is based on two broad categories of frames: discursive frames and situational frames. The first ones, subdivided into thematic and semantic frames, emerge in the text, highlighting the discursive conditions of the subjects which arise from social practices in which they participate, resulting from the cognitive-linguistic apprehensions in the world they live in, and which are characterized by a dynamic essence, impossible of being stereotyped or standardized. The second ones, subdivided into structural and syntactic frames, work as triggers to the knowledge which, given the more prototypical and more regularized features, configure themselves as objects of teaching in the Portuguese Language classes. In each one of these categories it was observed the movement of frames such as alignments, realignments, misalignments and displacements and, in the face of them, the way the way the teacher s and student s discursive spaces are related to each other and what each movement allows us to conclude about the interaction and the actors involved in it. The importance of this study points to a vital and emerging need to review the vision of language teaching, more specifically with regard to the development of the writing competence, so that discourse and grammar are not considered indistinct perspectives, but as sides of the same coin, as it is the case of language and cognition.