Nowadays, technology has a direct influence on the relationship student andteacher have with language. The internet is a powerful tool in helping work with thelanguage 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 thatthis 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 schoolstudents of the 1st year from a school in Natal (RN) construct texts, under themovements 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 thestudent appropriates the source-text when he copies and pastes? 2. What are thecategories 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 thefields of "Genetic Criticism" (Grésillon, 1987), the "school manuscripts" (Calil, 2004)and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroomstanding 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 foreigntext, verbatim, and the presence of linguistic elements to paraphrase the originaltext.This textual embodiment has, behind it, certain operations, namely: replacing,moving, adding and deleting statements. Given the specificity of the data and theresearch 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 whichlanguage 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 ofGenetic Criticism (Grésillon, 1987, 1994, 1992, 2008 ) and those developed byEduardo Calil (2004) on "school manuscripts"
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