Relatórios avaliativos nas séries iniciais e a abordagem sociorretórica: gênero como ação social.

Abstract

This investigation is intended to contribute to the rhetoric studies of genre found in the specific professional context, that is, in written records aimed at the development evaluation of learning in the starting years of basic education. The specific objectives aim not only to show aspects of the rhetorical situation of production, reception, and circulation of genre in focus, but also to examine typical patterns and variations within the same genre. The theoretical foundations that guide the study are found in socio-rhetoric, according to theoreticians such as Charles Bazerman (2011, 2015), Carolyn Miller (2012), Bawarshi and Reiff (2013), and Bezerra (2011, 2012, 2017), among others. The presupposed theoreticians referred to are bound up around similarities regarding response to a wider concept of genre as social action. The corpus that supports the analysis consists of two reports on the development of learning (pedagogic assessment documentation) in relation to the last year of children education and the first year of elementary school. The analyses are backed up by heuristic genre analysis presented by Bawarshi, Reiff and Amy Devitt (2004), found in Scenes of Writing: Strategies for Composing with Genres. As for results, records are made around the production and use of the genre; the description of patterns and variations that are typical of the genre, without overlooking the intergeneric relationship. At this stage, it is worth mentioning the interrelationship between genre and context by means of shared cues and the concept of sets of genre. In this scenario, we must highlight the interactive processes, the discursive flow typified in the relationship between the individual and the collective, the coherence between the records and the objectives of the genre, the attempt at attracting and engaging those who read by those who write, with a focus on the objective to be reached, among other propositions systematized by the analysis. The studies reveal, among other propositions, that the choice of what should be recorded is typified by the context of production and use, that is, the acts of writing as product and process in social action in professionally located. In short, the studies and systematizations applied show potential to broaden the research field of professional writing – specifically - related to the writing of basic education teachers, documented in a learning development and evaluation report.