"Posso fala?" - Um olhar enunciativo a aula de redação

Abstract

This research deals with the spoken discourse that precedes the process of textual production in the classes of Writing. In this work, a conception of text production was adopted as a process that foresees a “before-during-after” that precedes, accompanies and passes through the Writing class. It is possible that the “during-after” relation to which this work refers has been already assisted by several other academic works, however, a gap is perceived in the “before” and it deserves special attention because it is a space little studied. The goal of this work is to verify the existence of a space-time place that precedes writing, through the establishment of a discursive instance, in which the student may propose himself as a subject and be able to produce a spoken text. It is proposed, from the investigation of documents such as the Parâmetros Curriculares Nacionais (1997, 1998, 2000, 2002), Diretrizes Curriculares Nacionais (2013), Lei de Diretrizes e Bases da Educação Básica, 9394/96 and, lastly, the Base Nacional Comum Curricular do Ensino Fundamental (2017), that the student must have an opportunity to speak. However, it questions in which class moment, in the Writing class, an interlocution space is provided to the students through spoken discourse. Thus, from the theoretical basis offered by Émile Benveniste's Theory of Enunciation (PLGI/2005, PLGII/2006) and by scholars dedicated to the theory, the characteristics of the interlocutions established in the classroom, in the opportunity to discuss the themes related to the production of written texts were investigated. In addition, this research has proposed to analyze traces – that show subjectivity and intersubjectivity – materialized in the discourse that arise from the use of language forms by the speaker that becomes a subject and enunciates him/herself. To do so, in the year of 2018, approximately 4 hours and 10 minutes of a 2 nd year high school Writing class from the northern region of Rio Grande do Sul were recorded. After the recording, the data were transcribed and, from this moment on, it was possible to verify the conditions that made the emergence of the I (student) in the Writing class an easier or a harder task. The results obtained did not confirm the hypothesis that there is a space in the text production class dedicated exclusively to the student-teacher and student-student dialogue in the opportunity of text production proposal discussion. In this investigation, several relevant factors were identified regarding the profile of students and teachers inside the classroom and it was verified how these characteristics influenced the exchange of speech shifts and the dialogue interaction between both