Efeitos de sentido e singularidade no processo de escrita autobiográfica em língua inglesa

Abstract

This study started from the observation that little written work in the English language is done in the classroom. From this concern, there were several questions: Would it be the case, that first, they must work on their own writing to then teach it? Another question, arising from the first, refers to the elements that favor, in the context of continuing education, the relationship of the subject with their writing, consequently transferring the bias between student/ teacher/trainer. Would it be an autobiographical writing or a way to develop writing in the English language? In this perspective, we raise the hypothesis that the foreign language teacher, in preparing textual productions in English, allows the construction of pedagogical actions of that language and cascading it to students at school. Therefore, for this cascade action to be put into effect, it demands of the teacher a look on themselves before elaborating any written work with their students. This study aimed to investigate effects of meaning and uniqueness in the autobiographical writing process in the English language. The research consists in the analysis of the statements of an English language teacher, who is a participant of a continuing training project, called Collaborative Follow-up (ConCol) of the Federal University of Minas Gerais. The theoretical-methodological trajectory of this study called on the Linguistics of Enunciation and the Freud-lacanian Psychoanalysis taken in the field of applied linguistics. The following question was formulated: which linguistic-discursive marks point to teacher participating in this study and in what ways does this describe her, of her distress, and writes her uniqueness in the social bond? The linguistic facts analyzed were audio recordings during interviews which consisted of 12 meetings, in the 2014.2 period the 2015.1, of emails and social networking messages exchanged between the researcher and the participant, and of the teachers (auto) Biographical production. To organize the formation of the corpus, a Course Diary was built containing the material generated in this study. Subsequently, the words and marks of enunciation were analyzed and subjective offsets of the participant were examined. In this case, the text and the subject are neither evident nor transparent. One has to consider the heterogeneity of all constitutive speech in its marks and enunciative patterns Authier-Revuz (1982). To produce something about herself and under her responsibility, while subject of her own world, the teacher should be producing effects of contextualized reflection, through themes that refer to an appreciation of what the author understands through her identity. As a result of this investigation, it was possible to identify an autobiographical writing process that the participant, when writing from her memories, intervene and elaborate on possible repetitions, and in her writing she takes new subject positions in her the social bonds. Thus, while portraying her anguish, the teacher elaborated on her desires and abandoned her complaints. With that, she took responsibility for her gap and, not only outlined goals, but fulfilled them in a timely manner with the logic of "seeing", "understanding" and "concluding", driven by a desire to "be". In addition to taking over writing as a creative act for herself and for the "other", she learned to understand and see that making mistakes, having doubts and feeling uncertain are elements that foster the process of writing, therefore allowing her to venture freely in this new universe. Consequently, it possible to conclude that autobiographical writing can be, among others, an important tool to cause a positive and more concrete learning effect of the English language.