Intertextualidade no vestibular: uma análise de redações
Data
2021-05-28
Autores
Silva, Renata Andrea da 
Tipo
Dissertação de mestrado
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ISSN da Revista
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Resumo
O tema desta dissertação é a intertextualidade em redações de vestibular. Temos como objetivo analisar o modo de constituição do fenômeno intertextual em redações com boas notas no vestibular, focalizando o intertexto em sua relação com o projeto argumentativo de tais produções escritas. Esta pesquisa justifica-se porque a prova de redação vestibular desempenha papel de impacto no ensino e na aprendizagem que antecedem esses exames. Para cumprir nosso fito investigativo, somos orientados pelas seguintes perguntas de pesquisa: (1) O que redações de vestibular revelam acerca da intertextualidade stricto sensu com os textos fornecidos nas provas de redação? (2) Quais tipos dessa intertextualidade são mobilizados nessas redações e o que revelam sobre a argumentatividade? A pesquisa encontra-se ancorada em estudos do texto e da intertextualidade como realizados no campo da Linguística Textual, em sua abordagem sociocognitiva e interacional. O corpus da pesquisa é composto por sessenta redações produzidas por candidatos ao Vestibular da Universidade Estadual de Campinas (VU) edições 2019 e 2020. A opção pelo estudo do contexto do VU deu-se em virtude de a instituição atualmente aplicar, em seu vestibular, provas de redação cujas propostas de escrita incentivam relações intertextuais em seus comandos e solicitem a escrita de gêneros discursivos diversos. A análise das produções escritas deu-se em duas etapas: descrição e classificação dos elementos intertextuais stricto sensu que compõem as redações; análise da relação desses elementos com a argumentatividade. Os resultados indicam que a função argumentativa da intertextualidade é mobilizada tendo em vista diferentes camadas de interlocução: a primeira determinada pela situação de prova, em que o candidato antevê o avaliador de sua redação; e a segunda determinada pela interlocução orientada pela tarefa de escrita da proposta da prova. Além disso, os resultados indicam que o domínio das estratégias intertextuais – com os textos fornecidos na proposta de redação e com textos extra prova – é condição sine qua non para que o candidato ao VU seja exitoso em sua redação porque tais relações mantêm estrita ligação com pelo menos três dos quatro critérios avaliados pela banca do exame, a saber Proposta Temática; Gênero e Leitura.
The theme of this dissertation is the intertextuality within university entry exams, “Vestibulares” as named in Portuguese. We have as our main goal to analyse the constitutional method of this intertextual phenomenon in essays with good grades on Vestibulares, focusing the intertext in its relation with the argumentative project of such written productions. This research is justified because the essay for vestibulares play an impactful role on the learning methods taught beforehand. In order to fulfil our investigative sense, we were oriented by the following research questions: (1) What do Vestibular essays reveal about intertextuality stricto sensu with the texts provided within the essays? (2) What types of this intertextuality are mobilized in these essays and what do they reveal about argumentative aspects? In our trajectory during this study, we were anchored by the field of Textual Linguistics, and its social-interactive base - especially by the research related to the principle of intertextuality. For the composition of the corpus of research, we have selected sixty essays written by Vestibular candidates to Universidade Estadual de Campinas (VU), in 2019 and 2020 editions. The option by the study of this context happened due to the fact that the institution annually applies in its exams, essays in which its proposals make incentive of intertextual relations in its commands and ask the production of a variety of discursive genres. The analysis of such written productions happened in two steps: description and classification of the intertextual stricto sensu elements in which the essays are based upon; analysis of the relation between these elements with argumentative acts. Results imply that the argumentative function of intertextuality is mobilized having different interlocution layers in sight: the first one being determined by the situation of the test itself, in which the candidate anticipates the evaluator of its essay; the second one determined by the interlocution oriented by the written task on the exam proposal. Besides that, results imply that the control over intertextual strategies - in the support texts provided on the essay proposal and extra ones - is a sine qua non for the VU candidate to be successful on the test, because such relations keep a strict connection with at least three of the four criteria evaluated by the exam staff, knowing the Theme Proposal; Genre and Reading.
The theme of this dissertation is the intertextuality within university entry exams, “Vestibulares” as named in Portuguese. We have as our main goal to analyse the constitutional method of this intertextual phenomenon in essays with good grades on Vestibulares, focusing the intertext in its relation with the argumentative project of such written productions. This research is justified because the essay for vestibulares play an impactful role on the learning methods taught beforehand. In order to fulfil our investigative sense, we were oriented by the following research questions: (1) What do Vestibular essays reveal about intertextuality stricto sensu with the texts provided within the essays? (2) What types of this intertextuality are mobilized in these essays and what do they reveal about argumentative aspects? In our trajectory during this study, we were anchored by the field of Textual Linguistics, and its social-interactive base - especially by the research related to the principle of intertextuality. For the composition of the corpus of research, we have selected sixty essays written by Vestibular candidates to Universidade Estadual de Campinas (VU), in 2019 and 2020 editions. The option by the study of this context happened due to the fact that the institution annually applies in its exams, essays in which its proposals make incentive of intertextual relations in its commands and ask the production of a variety of discursive genres. The analysis of such written productions happened in two steps: description and classification of the intertextual stricto sensu elements in which the essays are based upon; analysis of the relation between these elements with argumentative acts. Results imply that the argumentative function of intertextuality is mobilized having different interlocution layers in sight: the first one being determined by the situation of the test itself, in which the candidate anticipates the evaluator of its essay; the second one determined by the interlocution oriented by the written task on the exam proposal. Besides that, results imply that the control over intertextual strategies - in the support texts provided on the essay proposal and extra ones - is a sine qua non for the VU candidate to be successful on the test, because such relations keep a strict connection with at least three of the four criteria evaluated by the exam staff, knowing the Theme Proposal; Genre and Reading.