Banca de DEFESA: ARLENE FRUTUOSO COELHO DE OLIVEIRA

PORTUGUESE LANGUAGE STATEMENT AND TEACHING: ANALYSIS OF NARRATIVES PRODUCED BY HIGH SCHOOL STUDENTS

Enunciation; Teaching; Writing; Narratives.

At this point, we aim at the intersection between the literacies and the Theory of Enunciation which, according to Oliveira (2016) are studies that address the presence of man in language and offer bases for reflecting on objects as literacy and also, according to Lea and Street (1998), literacy concerns the reading and writing skills and the relationships that are established by individuals in social interactions, thus, literacy is seen as a social practice. In this way, literacy and enunciation constitute processes of appropriation and, in this sense, to understand the elements involved in this process, it is necessary to understand the insertion of student speakers in literate spheres, their contact with genres, the ways in which referential categories and the discursive engagement of these student speakers in the mobilization of written productions. The present study interrelates Enunciation and Literacy, and, to Therefore, in order to explore an enunciative perspective for teaching writing, we use as a theoretical basis the text Formal Apparatus of Enunciation. To do this, firstly, we present the theoretical framework, especially the concepts that supported the relationship between enunciation, literacy and teaching of writing, trying to establish the main points of reflection and convergence, then we address the interface between enunciation and literacy and, Finally, we analyzed the students' textual productions.