ETDs @PUC-Rio
| Título: | NARRATIVE, LITERACY AND IDENTITY CONSTRUCTION IN THE PRODUCTION OF TEXTS OF ELEMENTARY SCHOOL STUDENTS FROM PUBLIC SCHOOLS | ||||||||||||||||||||||||||||||||||||||||
| Autor: |
FABIANE DO NASCIMENTO PAIM LINARES |
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| Colaborador(es): |
MARIA DAS GRACAS DIAS PEREIRA - Orientador |
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| Catalogação: | 28/MAR/2011 | Língua(s): | PORTUGUESE - BRAZIL |
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| Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||
| Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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| Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=17141&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=17141&idi=2 |
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| DOI: | https://doi.org/10.17771/PUCRio.acad.17141 | ||||||||||||||||||||||||||||||||||||||||
| Resumo: | |||||||||||||||||||||||||||||||||||||||||
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This research focusses on narrative texts produced by elementary students
from a public school in Rio de Janeiro, as part of an activity oftext production in
which a source text was given to students, read and discussed, as a way of motivating
their writing practice. The purpose of this work is to investigate the context of
production of texts written in the classroom; the nature ofthe relationship between the
text written by students and the source text given to motivate the production of the
narrative text; and, finally, to show what sort of identities are constructed in these
texts. The methodology of this research is qualitative and interpretative, based on
ethnographic data, and the corpus is made up of texts produced in Portuguese
Language classes, attended by 9th graders. The classroom is seen as an important
context for the discussion of paraphrastic relations established between the source
text and the text produced by students, but it is also seen as a special site for the
construction of identities and social discourses. The theoretical framework, within the
domain of Applied Linguistics, combines narrative theory (for the investigation of
processes of construction of identity) and textual linguistics, for the investigation of
paraphrastic relations in the students texts, particularly intertextual relations. From
the point of view of paraphrastic relations, analysis of the corpus suggests that
students incorporate, in their own texts, features of the source text. However, analysis
also indicates that, in relation to social contexts and identities, students create their
own stories, introducing ideas about the family, religion, apart from telling personal
stories of resilience in the face of material difficulties and disease. The main
contribution of this research is to suggest that work in the classroom with text driven
activities is not an obstacle to a student s creativity in the process of production of a
text; nor is it an obstacle to the creation of a particular discursive and social identity
for the student.
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