Responsiveness in argumentative writing – looks at oneself and at the other

Abstract

Inspired by interdisciplinary studies of Applied Linguistics, from a socio-discursive perspective of analysis (VOLÓCHINOV, 2017; BAKHTIN, 2011), adopting a methodological procedure of an interpretive nature based on evidence (GINZBURG, 1990), in dialogue with scholars of discursive genres and of authorship as an effect of the subject's action in the spheres of human activities (BAKHTIN, 2011), this article aims to present the results of an experience of producing a dissertation-argumentative text, based on the writing proposal of ENEM – 2016, by undergraduates from Letters in Supervised Internship. The examination of data (texts prepared by students; evaluation of the texts produced; questionnaire and semi-structured interview) makes it possible to apprehend conceptions of text that emerge from the lived interactions, as well as points to the need to review writing teaching practices, especially genres in which the argumentative attitude predominates, in which other voices are evoked, which highlights the discursive polyphony marked by responsiveness, alterity and heterogeneity and by signs of authorship and subjectivity, not always legitimized by the guidelines of official assessments.