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Writing handbooks and teaching writing from 1930 to 2002: a linguistic-discursive study

Grant number: 17/24562-9
Support Opportunities:Scholarships in Brazil - Master
Effective date (Start): April 01, 2018
Effective date (End): January 31, 2020
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Applied Linguistics
Acordo de Cooperação: Coordination of Improvement of Higher Education Personnel (CAPES)
Principal Investigator:Manoel Luiz Gonçalves Corrêa
Grantee:Cristian Henrique Imbruniz
Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated scholarship(s):19/14049-8 - Paratext of Portuguese school books (1930 to 2002): language, writing and teaching writing, BE.EP.MS


Facing, initially, the poor definition of schoolbook, this project investigates writing handbooks produced between 1930 and 2002. The theoretical framework of the research is constituted by the articulation between the French Discourse Analysis (PÊCHEUX, 2015 COURTINE, 2015), the Dialogical Analysis of Discourse (BAKHTIN, 1992) and contributions from History (LE GOFF, 2013) and Ethnography (STREET, 2015). It makes sense to this articulation the fact that discourse preserves, in its constitution, society, history and culture as the very historicized matter of meaning. Thinking the schoolbook as a document/monument (LE GOFF, 2013), the objective of the research is to investigate: (i) its constitution and circulation; (ii) the establishment of a discursive memory about what was conceived in the period as writing and teaching of writing and (iii) possibilities of contribution to the area. In methodological terms, we will select the manuals according to a double criterion: the editorial-authorial and linguistic-discursive one. For each decade, two manuals will be selected through the first criterion, totalling sixteen manuals. From this total, eight will be selected by the second criterion, which will initially be analyzed through the components of the speech genre - thematic content, compositional structure and style (BAKHTIN, 1992). The possible preference for one of these elements will be redefined according to the notion of discursive event (PÊCHEUX, 2015), which, together with that of discursive memory, will give indications of the conceptions of language, writing and teaching of writing in the period, contributing to the teaching of mother tongue and, in particular, teaching writing. (AU)

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Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
IMBRUNIZ, Cristian Henrique. Elements for a discursive memory of teaching writing: Portuguese language textbooks (1930-2002). 2020. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH/SBD) São Paulo.

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