Análise textual dos discursos: responsabilidade enunciativa em respostas a questões de livros didáticos

Abstract

The objective of this study is to analyze and interpret the enunciations/responses of 5th grade Elementary School students in activities of text interpretation from two PNLD approved textbooks ([PNLD/National Textbook Parameters] (2010, 2013). We propose to identify units of language that demonstrate the assumption of Enunciative Commitment, according to the categories proposed by Adam (2011). The language is essentially polyphonic, justifying that the school may, as a mediator of knowledge, through its work, lead students to perceive the heterogeneity in language and the plurality of voices in a text. In addition, when possible, it may also help them recognize who is responsible for these voices, as well as their communicative intentions. Based on the theories of Bakhtin (1988, 1992, 1997, 2006) with respect to polyphony and Authier-Revuz (2004) with regard to heterogeneity in language, we aim to identify the different voices that can construct a discourse, through the expression of points of view. Enunciative Commitment can be evidenced in a text through a variety of units of language, according to Adam’s studies (2011). The methodology of our research is characterized as qualitative, and interpretive in nature. The corpus is comprised of responses to selected questions that deal with text interpretation in all of the chapters of two textbooks. The theoretical framework of our research relies on theorists who study language in a broad sense, such as Authier-Revuz (2004), Bakhtin (1988, 1992,1997, 2006), Marcuschi (2001, 2003, 2008), Koch (1996,1996), and more specifically, on theories of Textual Discourse Analysis (ADAM, 2011). Additionally, we utilize concepts in Enunciative Linguistics from the perspective of Ducrot (1980, 1984 e 2001), Nølke (2001, 2005, 2009, 2013), Nølke, Fløttum and Norén (2004) and Rabatel (2003, 2004, 2005, 2008, 2009, 2010, 2016). The data reveal that issues that charge free personal positioning on common subjects to the livingness and age group of the students showed higher rates of Enunciative Commitment on the responses comparing to the questions that charge more formal knowledge.