The Weft Literary weave: cutting the school mooring off

Author(s):

Mariana Morales da Silva(presenting / submitting)Soraya Maria Romano Pacífico

Conference:

ECER 2014

Network:

31. LEd – Network on Language and Education

Format:

Poster

Session Information

31 SES 05.5 PS, General Poster Session

General Poster Session

Time:

2014-09-03

12:30-14:00

Room:

Poster Area E (in front of B001-B003)

Chair:

Contribution

This summary is part of a scientific investigation in Master of Education, which reflects on the complexity of the interpretive movement in reading literary classics by subject-students of the lower grades of elementary school. It is noteworthy, in this work, the construction of the concept of Weft Literary (MORALES DA SILVA , 2014) which relies on the concepts of file, interdiscourse and discursive memory of Discourse Analysis in Pêcheux. Such research explains the functioning of literary weft contrasting then with school functioning, this last one, with its practices supported in authoritative discourse. On this trail traveled, reasserts itself an imaginary of a school that does not allows even the interpretive movement, much less the author one, according to the investigated (MORALES DA SILVA , 2013) analyzes the studies that bring about the practices of writing and reading conceptions supported by pedagogical textbook used in one of the largest public network schools in Brazil.

This study started on the research question "how the interpretive movement affects the authorial movement", thinking its effects in schools. This place, reflected as an Ideological State Apparatus (ALTHUSSER, 1985), establish itself as an ideological space that historically operates according to the ideal of surveillance and punishment, according to studies of Foucault (2009). In other words, reflecting on the functioning of language practices, the school is established as an institution of control of the subjects-studants, written and senses. The discourse that circulates within this space, according to Orlandi (1996) is the authoritarian discourse, that silenced and even prohibited the voices of the subjects-students and their attempts to carry out gestures of interpretations that build others senses effects that escape the senses sedimented at that institution.

As it hasn’t been found in school, trademarks of practices that allows those movements, it have set themselves some points of the objective of this research. First, (re)construction of a dialogic work with classic literature in elementary school in order to provide subject-students gestures interpretations, access to Romeo and Juliet's file; authorization dialogue in interdiscourse; and also the assumption of authorship to be investigated so that the copyright marks that express the interpretation of the child selected for the fieldwork classic.

The route for the field research objective has operations after the construction of the conditions of production (Orlandi, 2005) favoring the establishment of interpretive movement and investigation of their possible effects on authorial movement within the school institution.

By understanding the authorship studies from Tfouni (2001), Orlandi (2012), Baronas (2011) and Foucault (2002), the possibilities of the subject-students occupy the position-author, one of many possibles positions for the subject, is supported by reader-function (PACIFIC, 2002).

It is argued that the authorship is woven from the place of the interpretation that the subject occupies. In this perspective, was built the concept of literary weft, reflecting the complexity and operation of interpretive movement when the subject occupies the position of the read-function. According to Discourse Analysis (PÊCHEUX, 2009), the discursive subject, being heterogeneous, polyphonic and split, is a subject in motion, and for this reason it is argued that there are possibilities of the subject occupy differents positions of discursive. Thus, it is stressed that the concept of literary weft is sustained in the operation of reading by the subject when takes up the position of the read-function, when the subject moves in the text and beyond it. For this characteristics of the operation of reading that were selected within the literature (CANDIDO, 2004) the classical one, because of the remarkable works overflow in themselves, requiring the movement to other places and historicizing the effects of senses of the narratives.

Method

The research conducted is qualitative, with field research in a school in the Brazilian public education. The collected material consists of textual productions that were analyzed within the theoretical-methodological-analytical conception of Discourse Analysis in Pêcheux. The school-field selected was one of the public network of the state of São Paulo, Brazil. According to Morales da Silva (2013), it was found, in this network, a very limited space for literature, without openness to the movement of the senses, with practices in which purely studying writing language and erases the possibility of authoring. The research was conducted with 60 subjects-studants, aged eight and nine years old, of two classes. The field research took place in two stages: the first was conducted with the two classes. At that moment, was crafted Romeo and Juliet of Shakespeare, a study of the biography of the playwright, socio-historical and political context of the time, study of the context of the narrative, reading the work in the adapted version for younger audiences, comparing a stretch the full version to work in theater, and analysis of the characteristics of the context of Verona at the time of Romeo and Juliet, by analysis of excerpts from the film Romeo and Juliet, directed by Franco Zefirelli. After these studies focused on the classic work, we proposed an activity of textual production to create another story of Romeo and Juliet. Thus, this first step were collected 60 essays, whose objective was to determine how the subjects of our research related to reading and writing. The second phase was conducted only with one class, which had less marks of interpretive movement. At this stage, there was the presentation of the operation of reading through the literary weft of Romeo and Juliet, with a comparative study between the related works on the weft (Romeu e Julieta, Ruth Rocha, Tristan and Isolde, O Gato Malhado e a Andorinha Sinhá: uma história de amor, Jorge Amado, Eduardo e Monica song of Legião Urbana, and two Brazilian films inspired by the classic work), and the same essay topic was held. The choice of this literary weft was not because of the intrinsic quality of Shakespeare's work as complete and perfect, but the opening of the work, its hollow spaces and addressed conflicts of human nature, which allows access to a wide field discourses in connection with other articles, other readings.

Expected Outcomes

By studies in this scientific research and analysis of the essays collected, it was reaffirmed that the Discourse Analysis joins Marxism, psychoanalysis and linguistics helping the subject get out of the place of naturalization, questionating the language, the dominant discourse and allowing him to move, leaving a discursive place and going to another. The AD enables the subject to become aware the power play, and therein lies one of the main characteristics of it. The discipline that operates under the ideological struggle and the support that enables the subject - no longer naive to naturalization, the illusion of transparency of language - questioning, occupy other locations, take their voice, another position that allows the transformation this structure that in all the time is trying to maintain playing. With the threads of literary weft, the subjects-students might otherwise weave their wefts, their readings, their gestures interpretation and their writings, building other versions into the Shakespeare classic, signing marks theirs readings, experiences and looks. Not all productions attempt to support the authoring, with returns to paraphrase, the sedimented sense. But from the second phase of fieldwork in search, many movements of an authorial gesture found in the gestures of interpretation its support. From the literary movement allowed by the weft, it was raised a different support that expressed the children’s views on a classic that constantly updates a memory secular. With the operation of literary weft under construction in each of the subjects, they were able to experience the enjoyment of interpretive and authorial freedom, allowing its incorporation as a discursive subject-positions in other subjects the effects of this freedom. The study in this summary presents a reflection to look into these ideological spaces, such as the school, by the possibilities of displacements from the holes and gaps.

References

ALTHUSSER, Louis. Aparelhos Ideológicos de Estado: nota sobre os aparelhos ideológicos de Estado (AIE). 2ª edição. Rio de Janeiro: Edições Graal, 1995. BARONAS, R. L. Ensaios em Análise de Discurso: questões analítico-teóricas. São Carlos: EDUFSCar, 2011. CANDIDO, Antônio. O direito à literatura. In: CANDIDO, Antônio. O direito à literatura e outros ensaios. Coimbra: Angelus Novus Editora, 2004. FOUCAULT, Michel. O que é um autor? Tradução: Marcia Gatto e Clarice Gatto, 2002. Disponível em: http://www.alephescoladepsicanalise.com.br/.../downloads/Foucault.doc __________. O recurso para o bom adestramento. In: FOUCAULT, M. Vigiar e Punir: nascimento da prisão. Petrópolis: Editora Vozes, 2009, p. 164-185. MORALES DA SILVA, Mariana. O lugar da literatura no Ler e Escrever: investigando as possibilidades de inscrição dos alunos nas leituras e escritas (além) das escolas. In: PACÍFICO, S. M. R (org.). Professor e autoria: interpretações sobre o Ler e Escrever. São Carlos-SP: Pedro e João Editores, 2013, p. 177-201. MORALES DA SILVA, M. A interpretação sobre os clássicos da literatura sustentando a autoria em textos produzidos por alunos do Ensino Fundamental I. Trabalho de qualificação (Mestrado) – Universidade de São Paulo, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto. 2014 ORLANDI, Eni Puccinelli. A linguagem e seu funcionamento: as formas do discurso. 4ª. ed., Campinas: PONTES, 1996. __________. Análise do discurso: princípios e procedimentos. 6ª. ed., Campinas: PONTES, 2005. __________. Interpretação: autoria, leitura e efeitos do trabalho simbólico. Pontes Editores, 6ª edição. Campinas, SP: 2012. PACÍFICO, S.M.R. Argumentação e autoria: o silenciamento do dizer. 2002. Tese (Doutorado). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto/USP, Ribeirão Preto, 2002. PÊCHEUX, Michel. Semântica e Discurso: uma crítica à afirmação do óbvio. 4ª edição. Campinas – SP: Editora da Unicamp, 2009.

Author Information

Mariana Morales da Silva (presenting / submitting)

University of São Paulo

Department of Education, Information and Communication

Ribeirão Preto

Soraya Maria Romano Pacífico

University of São Paulo, Brazil

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