Aspectos da ausência da delimitação de interlocutor em produções textuais escritas no Ensino Fundamental

Abstract

Foregrounded on the theories by Bakhtin/ Volochinov (1995), Bakhtin (2003) and Vygotsky (1988), current research shows how the lack of an interlocutor and the implicit teacher interlocutor at the control of writing interfere and manifest themselves in the written texts of students in the 7th grade of the private primary school in the northwestern region of the state of Paraná, Brazil. Although students may not have an image of the delimited interlocutor, analyses show that they seek another one to participate in the dialogic process. The non-delimitation of the interlocutor in textual productions automatically provides the teacher as the true interlocutor with the function of an evaluator. This fact also triggers the presence of several interlocutors in the same enunciation and thus makes difficult the choice of strategies to say what has to be said (Geraldi, 1997).