O gênero discursivo redação de vestibular em sala de aula: as armadilhas da escrita e as (indis)posições do sujeito

Abstract

This study aims to analyze the textual production of students of the third year of high school, the night school, with regard to gender discursive essay exam, seeking to reflect, from situations forged in the classroom, on the printed writings of students, causing different (indis)positions in the subjects involved in this relationship with education. Therefore, it was important to highlight the surroundings of the research, like characteristic of the night school in question, and characterize the participating subjects, including the teacher, who now also stands in the position of researcher (on own teaching practice), the school surroundings and the socio-historical context in which students are placed. From a methodological standpoint, this study is characterized as an empirical research of qualitative nature - the case study approach, taking into account the specificities of Evening high school this institution. Theoretical discussions of these analyzes, with regard to the ratio of subject / language are supported mainly by Bakhtin (1999, 2006), Faraco (2009), Geraldi (1997, 2001), Larrosa (1999, 2004) and Carvalho (2001) - scholars who excel in a socio-historical conception of the subject, in which dialogicity is registration place in the language.