From understanding language to teaching writing:

The work, the result of a master's degree research project, deals with the teaching of writing in the handouts of the Cecierj Foundation/Cederj Consortium Social Pre-Vestibular. The dialogical conception of language from the Bakhtinian circle is the foundation used to reflect on linguistic education. The aim of the work is to analyse the corpus, through didactic texts and activities that propose them, in order to observe the vision of language, genre of discourse and written production - and the effectiveness of teaching dissertative-argumentative texts; as well as to discuss the history, organization and working conditions of teachers in the pre-university entrance exam. The results point to the incidence of language understood as structure, since the text is seen as textual materiality unrelated to discursive aspects. Conceptions of language and text fluctuate, as does the deficient composition of the "entrance exam dissertation" written production tasks. The teachers are called "tutors", hired without labor rights, even though they work in person and at a distance. In this sense, the investigations focus on linguistic issues in the handouts, as well as problematizing the situation to which teachers are subjected in the PVS.

Autorentext

Master's degree in Language Studies (2019) from the Graduate Program of the Fluminense Federal University (UFF). She graduated in Portuguese Literature (2016) from the same university. She works as a teacher in public and private basic education. Her research interests revolve around teaching, writing production and teaching work.

Klappentext

The work, the result of a master's degree research project, deals with the teaching of writing in the handouts of the Cecierj Foundation/Cederj Consortium Social Pre-Vestibular. The dialogical conception of language from the Bakhtinian circle is the foundation used to reflect on linguistic education. The aim of the work is to analyse the corpus, through didactic texts and activities that propose them, in order to observe the vision of language, genre of discourse and written production - and the effectiveness of teaching dissertative-argumentative texts; as well as to discuss the history, organization and working conditions of teachers in the pre-university entrance exam. The results point to the incidence of language understood as structure, since the text is seen as textual materiality unrelated to discursive aspects. Conceptions of language and text fluctuate, as does the deficient composition of the "entrance exam dissertation" written production tasks. The teachers are called "tutors", hired without labor rights, even though they work in person and at a distance. In this sense, the investigations focus on linguistic issues in the handouts, as well as problematizing the situation to which teachers are subjected in the PVS.