REFLEXES OF BASIC EDUCATION IN UNIVERSITY ENTRANCE EXAMS: CONSIDERATIONS FOR TEACHER EDUCATION
Abstract
This text is a research’s paper’s result which investigates the dialogue among the texts of the approved in the Language and Literature graduation course concerning the composition’s theme and motivational texts, present in the proposal. We use Bakhtin’s (2014) dialogic language’s concept, Correa’s (2014) constitutive heterogeneity of writing, and Street’s (2006) literacy practices to propose four categories for data analysis, which we call patchwork quilt, reflexive transcription, critical reflection and new elements’ addition. The qualitatively analyzed data, representative of each of these categories, reveals a wide dialogic network between writers and their social and literacy practices, indicating that “good writing” school models mediated by extra-school tradition experiences result critical positions. By better understanding the student entering the undergraduate degree, the clues left in writing provide insights for professor to (re)plan their own way of conducting the academic genres´s productions.
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