Estudo das rotinas de escrita na prova de redação no PAS-UEM uma interação da universidade com o ensino médio

Abstract

Within the Bakhtinian theoretical framework, the language depends on its fundamental reality - human interaction - to exist. These Bakhtinian assumptions which found the study of Brazilian linguists as Geraldi (1991, 1997, 2010) and Antunes (2003, 2009), among others, move the study of language, understood as a form of human interaction mediated by the use of the language, which characterizes the interactionist conception of the language. Consequent to this conception, the text is conceived as a ' meeting ' between two subjects historically marked. Thus, in the light of the teaching-learning interacionist perspective of the Portuguese language, in this paper, we aim to analyze the pedagogical interaction organized in the PAS-UEM - Process of the Evaluation by Series of the State University of Maringá - from two compositions of sixty participant student/candidates in this vestibular test by series, which were written in two distinct moments: in the years of 2009 and 2011. This corpus provides us different data of the process of developing of the writing of the summary genre of the student in interaction with the university. With the analysis of the verbal interactions expressed in these test compositions, we objectify to construct a pedagogical routine materialized in the verbal interaction which constitutes the Composition Test of the PAS-UEM, reconstructing the meanings of the linguistic actions of the interlocutors who participate of the process of the PAS. On the one hand, we seek, with this construction, to focus on the macrossocial of this modality of vestibular test, to understand how occurs its relation (or should occur) with the microcosm of the classroom; on the other hand we extend this interpretation to construct the organized interaction in the routine of the process. For this, we investigated the complete range of variations of the linguistic actions of the interlocutors in order to establish the typicality and non-typicality of these actions, based on its related frequency. Ultimately, by ethnomethodological bias of the qualitative-interpretative research the analysis evidences results which allow us to understand which the student-candidates do what they know and/or what they were trained/ guided in the school context. The University, in its turn, establishes a dialog with the high school, through of the meeting of the committees, when the guidelines are provided, mainly, about the contents, the directions which insert them in the context and, subsequently, about its development, confirming it or rectifying it.