The initial writing in the context of PEJA: a comparative study of junctions in the narrative and prescriptive discursive traditions.

• Grant number: 25/03162-9
• Support Opportunities: Scholarships in Brazil - Master
• Start date: August 01, 2025
• End date: February 28, 2026
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Lúcia Regiane Lopes-Damasio
• Grantee: Manuella Fernanda Mendonça Gava
• Host Institution: Instituto de Biociências, Letras e Ciências Exatas (IBILCE). Universidade Estadual Paulista (UNESP). Campus de São José do Rio Preto. São José do Rio Preto , SP, Brazil
• Associated research grant: 22/02850-0 - Writing and discursive tradition in teaching: from the conceptual definition to its role in hidden aspects of academic literacy, AP.PNGP.PI

Abstract

Inserted in the project " Writing and Discursive Tradition in teaching: from conceptual delimitation to its role in the hidden aspects of academic literacy" (FAPESP - process 2022/02850-0), this research proposal aims to describe and analyze, in a comparative approach of a linguistic-discursive nature, the functioning of junction mechanisms (JMs) in texts from the narrative and prescriptive discursive traditions (DTs), produced by adults in the process of initial writing, within the context of the Program for Youth and Adult Education (PEJA - UNESP/Assis-SP). The proposal is based on the concepts of the heterogeneous writing, according to Corrêa (2004), writing acquisition understood as the movement of the subject, according to Lemos (1998), in a space characterized by DTs, following Lopes-Damasio's line of thought (2019, 2022), through a critical dialogue with Kabatek's proposal (2005), and using a qualitative quantitative methodological approach, with the frequency survey of token and type (Bybee, 2003) of JMs. The expected result is to establish relationships of proximity and/or distance between the functioning of JMs and, by extension, the DTs they constitute, focusing on writing acquisition in the context of PEJA. With this result, the aim is to contribute to the development of the project in which this proposal is inserted, and, thus, to a field of investigation that is quite underdeveloped in the national context: that of writing acquisition experienced by young people and adults. (AU)