ABSTRACT
This paper aims to discuss the operation of language titled socio-history recognition of the text genre, presented by Cristovão and Stutz (2011)CRISTOVÃO, V. L. L; STUTZ, L. (2011). Sequências Didáticas: semelhanças e especificidades no contexto francófono como LI e no contexto brasileiro como LE. In: SZUNDY, P. T. C. et al. (org.). Linguística Aplicada e Sociedade: ensino e aprendizagem de línguas no contexto brasileiro. Campinas: Pontes Editores, pp. 17-40. within the framework of the signification capacities. Thus, we demonstrate the text traces used in order to analyze such operation of macro context level, which is related to the language general activity and, consequently, external to the text. Towards this end, we focus two productions of the horror short story genre taken as discursive diagnosis. The first one was developed by a 9th year pupil from high school in Guarapuava/PR; second one was created by a non-canonical writer and published in a horror stories website. Concerning to theoretical foundation, we are based on the studies of socio-discursive interactionism (BRONCKART, 1999BRONCKART, J. P. (1999). Atividade de linguagem, textos e discursos. Por um interacionismo sociodiscursivo. Tradução de Anna Rachel Machado, Péricles Cunha. São Paulo: EUDC, 1999.), which discuss text genre and its relation to the actions of language and social activities under the lights of signification. Likewise, and mainly, we focus on studies of Cristovão and Stutz (2011)CRISTOVÃO, V. L. L; STUTZ, L. (2011). Sequências Didáticas: semelhanças e especificidades no contexto francófono como LI e no contexto brasileiro como LE. In: SZUNDY, P. T. C. et al. (org.). Linguística Aplicada e Sociedade: ensino e aprendizagem de línguas no contexto brasileiro. Campinas: Pontes Editores, pp. 17-40. about proposing capacities of signification; on Stutz (2012)STUTZ, L. (2012). Sequências didáticas, socialização de diários e autoconfrontação: instrumentos para a formação inicial de professores de inglês. 2012, 383f. Tese (Doutorado em Estudos da Linguagem) - Universidade Estadual de Londrina. and Souza (2015)SOUZA, E. G. G. de. (2015). Horror short stories nas aulas de língua inglesa: transposição didática em análise. 279f. Dissertação (Mestrado em Letras) - Universidade Estadual do Centro-Oeste, Guarapuava/PR. that address the relation between such capacities and its value for understanding language general activity, and in what way socio-history may be embedded in a particular text genre. Results reveal that socio-historical recognition is a cognitive protocol, which is responsible for developing capacities of recognizing and regulating values and social standards, constitution of symbolism, ideological frames materialized into discursive prototypes and, therefore, this operation of language grants connection between representations and their referents in the discursive structure.
Keywords:
signification capacities; socio-historical recognition; horror short story