<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000100045</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n1.3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção do ponto de vista e a alteridade em textos produzidos por alunos do Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of point of view and the otherness in texts produced by students from Highschool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Júnior]]></surname>
<given-names><![CDATA[Osvaldo Barreto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muniz]]></surname>
<given-names><![CDATA[Dinéa Maria Sobral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Baiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>45</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Estudos desenvolvidos por pesquisadores da Lingu&#237;stica Textual, de vi&#233;s sociocognitivo-interacionista, argumentam que a constru&#231;&#227;o do ponto de vista relaciona-se intrinsecamente &#224; produ&#231;&#227;o dos referentes textuais (objetos de discurso sociocognitivamente elaborados). Noutros termos: os objetos de discurso s&#227;o reveladores dos pontos de vista assumidos pelo enunciador. (Cortez; Koch, 2013). Com base nisso, analisamos o texto produzido por um estudante do Ensino M&#233;dio, durante a realiza&#231;&#227;o da Prova de Reda&#231;&#227;o do Enem-2013. Por essa an&#225;lise, objetivamos evidenciar como a constru&#231;&#227;o de ponto de vista costuma se apoiar no di&#225;logo do enunciador consigo mesmo, autodialogismo, e com outros enunciadores, heterodialogismo. Para tanto, destacamos as duas principais cadeias referenciais coesivas (Roncarati, 2010) presentes na produ&#231;&#227;o textual em an&#225;lise. Isso nos possibilita demonstrar que, para argumentar sobre &#8220;os efeitos da Lei Seca no Brasil&#8221;, o estudante produziu conte&#250;dos referenciais que, al&#233;m de serem respons&#225;veis pela progress&#227;o textual, tamb&#233;m s&#227;o indiciadores dos pontos de vista constru&#237;dos pelo enunciador em di&#225;logo consigo mesmo e com outros enunciadores. Por essa raz&#227;o, consideramos que, para construir opini&#227;o, o enunciador reformula o pr&#243;prio dizer, ora por adapta&#231;&#245;es de sua pr&#243;pria voz, ora por influ&#234;ncia de outros dizeres com os quais dialoga durante a atividade verbal. Assim sendo, o professor de L&#237;ngua Portuguesa precisa estar atento aos modos de compreens&#227;o que seus alunos revelam quando produzem dizeres nas atividades realizadas em sala de aula, pois se faz imperativo assumir que os sentidos s&#227;o sempre negociados, e que os sujeitos, quando focalizam um conte&#250;do assumindo-se como enunciadores de um dizer, manifestam, ao mesmo tempo, o dialogismo presente em toda a&#231;&#227;o de linguagem. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Studies developed by researchers from Textual Linguistics, social-cognitive-interactionist bias, argue that the construction from the point of view intrinsically relates to the production of the related text (Social-cognitive discourse objects). In other words: the objects of discourse are developers from the point of view taken by the enunciator. (Cortez; Koch, 2013). Based on this, we analyze the text produced by a high school student during the writing of the Enem 2013. For this analysis, we aimed to show how the construction of the point of view tends to lean on the enunciator dialogue with yourself, auto dialogism, and with other enunciators, hetero-dialogism. For this, we highlight the cohesive referential chains (RONCARATI, 2010) present in the text production in analysis; what enabled us to demonstrate how the student research to argue about "the effects of prohibition in Brazil (Law 11.705, June 10, 2008)", built points of views into dialogue with yourself and with others enunciators. For this reason, we believe that, to build the enunciator recasts tell himself, sometimes with adaptations of his own voice, sometimes for the influence of other say with whom dialogue during the verbal activity. Thus, the Portuguese Language teacher needs to be aware of the modes of understanding that your students reveal when they produce says in activities carried out in the classroom, because it makes imperative assume that the senses are always traded, and that the subject, when focus being content a enunciators say, demonstrating at the same time the dialogism present in every action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Referentes Textuais]]></kwd>
<kwd lng="pt"><![CDATA[Intersubjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Orientação Argumentativa]]></kwd>
<kwd lng="en"><![CDATA[Textual Referents]]></kwd>
<kwd lng="en"><![CDATA[Intersubjectivity]]></kwd>
<kwd lng="en"><![CDATA[Argumentative Orientation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CORTEZ]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[KOCH]]></surname>
<given-names><![CDATA[I. G. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A construção do ponto de vista por meio de formas referenciais]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[CAVALCANTE]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[S. M. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Referencia&#231;&#227;o</em>: teoria e pr&#225;tica]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GERALDI]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[A aula como acontecimento]]></source>
<year></year>
<publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[Pedro &amp; João]]></publisher-name>
</nlm-citation>
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<ref id="B3">
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<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCUSCHI]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Lingu&#237;stica de texto</em>: o que &#233; e como se faz]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Parábola]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MONDADA]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Construction des objets de discours et catégorisation: un approche des processos de référenciation]]></article-title>
<source><![CDATA[Revista de Letras]]></source>
<year></year>
<volume>1</volume>
<numero>24</numero>
<issue>24</issue>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RONCARATI]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>As cadeias do texto</em>: construindo sentidos]]></source>
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<publisher-name><![CDATA[Parábola]]></publisher-name>
</nlm-citation>
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</ref-list>
</back>
</article>
