The teaching of writing through an enunciative perspective: is it possible to teach an absence?

Authors

  • Magali Lopes Endruweit Professora do Departamento de Letras Clássicas e Vernáculas do Instituto de Letras da Universidade Federal do Rio Grande do Sul (UFRGS).
  • Paula Avila Nunes UFRGS

Abstract

This text discusses the specificities of written enunciation that derive from our reading and understanding of Émile Benveniste’s work having in mind the context of Portuguese teaching. In order to do so, the first part of this text approaches the enunciative perspective of writing based on Dernières Leçons (2012), a book that gathers Benveniste’s notes to the classes he would teach in Collège de France. In the secondpart, the notions discussed previously are related to what is proposed by Dufour (2000) in relation to the trinity that constitutes language in orderto reflect on the relationship they establish with the teaching of writing. The hypothesis defended here is that reading in class texts produced by students is a midway path to the understanding of the specific properties of the aspects of person, time and space in written enunciation.

Key words: writing, enunciative studies, teaching.

Author Biography

Paula Avila Nunes, UFRGS

Doutora em Letras pela Universidade Federal do Rio Grande do Sul, na área de Estudos da linguagem, especialidade Teorias do Texto e do Discurso. Atualmente, é pós-doutoranda na mesma instituição.

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Published

2013-08-29

How to Cite

Endruweit, M. L., & Nunes, P. A. (2013). The teaching of writing through an enunciative perspective: is it possible to teach an absence?. Calidoscópio, 11(2), 204–213. Retrieved from https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.112.09

Issue

Vol. 11 No. 2 (2013): May/August

Section

Articles

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