| dc.description.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. | |
