THE ENUNCIATIVE PROJECTIONS IN TEXTUAL PRODUCTIONS OF HIGH SCHOOL STUDENTS

Abstract

Using the perspectives of studies on text and speech, all speech is considered a confluence of voices that makes all speech polyphonic. From this perspective, this study aims to examine ways of establishing the categories of person in texts of high school students, produced predominantly in the argumentative type. To this end, the analysis must include two aspects in dealing with students' texts: (i) the effects of meaning caused by the choice of a narrator's explicit or implicit in the projection of the first degree and (ii) the resources for integrating the voice of the other used by students, through direct speech, and his force of argument in the text. Thus, under the mainstay of semiotic theory of the French line, will observe how the resources used by students  to tribute a whole meaning of the texts and to what extent those remedies are effective or not for the project argumentative texts . In this sense, the analysis intends to implement an outline of strategies for entering the other's voice in speech, focusing on the projections of person. The analysis also intends to make a critical evaluation regarding the effects of meaning caused by the use of these resources.