Autoria e posicionamento na produção textual escrita de futuros professores de espanhol como língua estrangeira

Abstract

This research has resulted from our questions concerning the relationship between the point of view of the subject and the composition of the authorship in different versions of argumentative texts rewritten by undergraduate students of both native and/ or foreign language teaching.We aim at answering the following questions, as it was previously mentioned: 1.What sort of relationship is established between the composition of the authorship in texts and the different view points of the subject when rewriting the text? 2. Considering changes in the point of view of the subject in one of the versions, how do these changes happen and which are the relationships established through meaningful effect? 3. In which ways can the process of rewriting the text facilitate the composition of the authorship in schools? 4. How can the point of view of the subject in the different versions, compete to form or reinforce socially fossilized meaning? Background Theories: In order to reach the proposed goals, we consider some theories of statement, specially Bakhtin´s ideas (1929,1979); French Speech Analysis, particularly the third phase, with the contributions of Maingueneau (2001, 2006), Baptista (2005), Possenti (2001, 2002) and Authier-Revuz (1998, 2004). Moreover, we have also based our ideas on Applied Linguistics, through the works of Coracini (1999, 2001) and Abaurre, Fiad e Mayrink-Sabinson (2001). Methodology: Our selected corpus presents sixty written productions with three different versions each, resulting in an amount of one hundred and eighty argumentative texts in Spanish Language. Those texts were written by the undergraduate students of Teaching Spanish as a Foreign Language of the Federal University of Ceará in Brazil. This research was carried on during the second term of 2006 as an assignment of the class of Comprehension and Production of Texts in Spanish Language. The methodology used consisted on a contrastive analysis of the three different versions of each text in the corpus. The objective was to identify in which ways the subject, when taking the position of author, had some attitudes such as: allow other interlocutors to manifest speech or keep the distance from the text. Results: The result of the analysis has shown that the process of writing the text is an efficient methodology to facilitate the composition of the authorship in school texts. This happens because this process allows the subject to interfere and reflect about the text during the writing process. Key Words: Speech Analysis, Applied Linguistics, Spanish as a Foreign Language, Rewriting of a text.