Experiências e crenças sobre o ensino-aprendizagem de escrita construídas por alunos de jornalismo

Abstract

This study explores experiences and beliefs regarded to the teaching/learning process of writing. The experiences can be considered as the origin of all human knowledge. Beliefs are formed by the experiences of the individuals, and influence the attitudes, the intentions, and the emotions that people mobilize in the classroom. In this study, I discuss the experiences and the beliefs of students of Journalism related to the writing, formed by the familiar context, the school context, and the university. To construct the theoretical background, it was used the studies of the following authors: Bakthin (1995, 1997), Garfinkel (1984), Miccoli (2007, 2010), Barcelos (2001, 2004, 2007, 2006, 2010), Antunes (2003, 2005, 2009) and Bazerman (2006), among others. It involves a research connected to Applied Linguistics, which is oriented methodologically by the etnomethodology, and it uses its fundamental concepts to comprehend the object of research, and to construct its analysis. Besides, it uses as technical reference the elements of the ethnographic method, as well as it uses a qualitative-interpretativist way of research. The informants were twenty-five students from the Journalism course of the Universidade Federal do Rio Grande do Norte/UFRN, and the research instrument used to collect the corpus was the self-report. The results, grosso modo, present a belief of writing as a mean of social interaction. In relation to the experiences and the beliefs from the familiar context, the informants believe in the influence of the family on their writing development. Regarded to school, the reports attest that it has had a positive role to the education of the students, although they point to the need to the writing task be more valued as a socio-interactional activity. Concerning to the Journalism course, the reports reveal a graduation that has fulfilled with its function of guiding competent students in the task of writing. However, they highlight that the task of writing texts, in that course, does not represent, effectively, an interactional activity, and that the approaches of treatment of the text do not develop, efficiently, the students’ motivation. For making the writing activity motivated in the university, we need to address it, increasingly, as a task that reflects everyday life, and to make it have other readers in addition to the teacher.