Análise discursiva de tomadas de posição em textos de graduandos da UFRN

Abstract

The research arose from the question: "how students demonstrate their position in their texts when confronted with articles and the discourses that persuade them?". From this research question, we developed as a general objective to analyze, through linguistic clues in their textual productions, how graduates in the areas of exact, health and human take a position in front of the text worked in class. That is, how processes of identification and counter-identification developed. Guided by this objective, we developed the following specific objectives: (1) To interpret how these students carry out their readings of the proposed text, based on the linguistic clues offered by the answer to the questions and the production of the critical reviews presented in the research instrument. (2) Analyze how students carry out writing answers to questions and critical reviews, what resources they use and what meaning effects generated. (3) Perceive how the positions are taken about the source text's discourses are developed in these processes. The research is affiliated with the French Discourse Analysis, as postulated by Pêcheux (2014) and uses a qualitative approach, following the indicative paradigm of Ginzburg (1989). For the research application, we developed four questions, in which the last constituted itself as a proposal for the production of a critical review about the text “Poder e ética na pesquisa social” (DEBERT, 2003). The data collections were developed through the space provided in subjects offered by the Department of Letters at UFRN for Mathematics, Nursing and Journalism courses. As a methodological approach, we analyzed the responses to questions and the production of critical reviews by six students, two from each collection. In our analyses, we realized that the positions taken oscillate between identification with discourses that privilege the interests of research subjects, identification with discourses that conciliate researchers' interests and research subjects, and counter-identifications with both discourses, establishing changes in these discourses. But that the identification with discourses that privilege the interests of the research subjects stands out. However, although assumed by the students, these positions often occur through the reproduction of the source text, with very similar constructions and even misappropriation.