| dc.description.abstract | Nowadays, technology has a direct influence on the relationship student and
teacher have with language. The internet is a powerful tool in helping work with the
language and, through it, the knowledge comes to the student easily and intensely.
Furthermore, this facility has enhanced and made visible what has been called,
within the University community, "plagiarism generation." This work assumes that
this generation has, in their written texts, symbolic movements similar to those of
"copy and paste" applied to research work carried out by high school students.
Taking this as starting point, this dissertation aims to analyze how high school
students of the 1st year from a school in Natal (RN) construct texts, under the
movements known as "Ctrl + c" and "Ctrl + v", with reference to the text of the
"other". More specific issues are behind the general objective, namely: 1. how the
student appropriates the source-text when he copies and pastes? 2. What are the
categories of analysis that allow us to look analytically and theoretically for the "ctrl
+ c / ctrl + v" practice made by the student? 2. how the studies developed in the
fields of "Genetic Criticism" (Grésillon, 1987), the "school manuscripts" (Calil, 2004)
and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroom
standing as a possible way to minimize the copy and paste effects in the students
texts? Thus, we observe the categories of analysis that allow us to look,
theoretically and analytically, for the symbolic ritual of the "ctrl + c" (copy) and "ctrl
+ v" (paste) in high school. Our study shows that the student text is a "hybrid body"
whose writing is a drawing entanglement because of the presence of the foreign
text, verbatim, and the presence of linguistic elements to paraphrase the original
text.This textual embodiment has, behind it, certain operations, namely: replacing,
moving, adding and deleting statements. Given the specificity of the data and the
research objectives, this study aligns with qualitative research methods
(SILVERMAN, 2009) and falls within the knowledge field of Applied Linguistics,
which is characterized especially by investigating problems, phenomena in which
language in a real situation is taken as central (BRUMFIT, 1995).Theoretically, our work follows the approach of studies on the paraphrase (Fuchs, 1982, 1994a,
1994b; DAUNAY, 1997, 1999, 2002a, 2002b), the studies developed in the field of
Genetic Criticism (Grésillon, 1987, 1994, 1992, 2008 ) and those developed by
Eduardo Calil (2004) on "school manuscripts" | |
