Autonomia relativa de alunos em textos do Ensino técnico: possibilidades e entraves

Abstract

This research is in the area of Applied Linguistics, is part of under an ethnographic perspective and aims to understand how general is the relative autonomy of the subject in the production of chronicles by students of the Instituto Federal de Alagoas (IFAL). Furthermore, this research aims to identify and analyze specific evidence of autonomy in different versions of the texts produced by students, how to express this autonomy and how the teacher's instructions or not contribute to the creation of text for producers autonomous. This research data were obtained from a study of self-observation, recorded the following data collection instruments, recordings of classroom audio and video, a socioeconomic questionnaire, field notes and semi-structured interviews. These interviews were recorded on audio and video were performed two times: during the rewriting process in order to know the students' prior school experiences, and the final analysis, in order to confront the conclusions resulting from the analysis with the reflections the subjects of this research. The analysis of the first versions points to restricted areas on which the relative autonomy in the written production, arising from multi-related factors such as socio-economic students' previous school experiences, in addition to the teacher's pedagogic practice. As the data analyzed, we can say that the production activity of its kind written chronicle enables students scored as relatively autonomous subject, from the needs and discursive language with which they face in times of production of texts.