SOCIO-HISTORICAL RECOGNITION IN SIGNIFICATION CAPACITIES: CONCEPTS NEEDED TO OPERATIONALIZE LANGUAGE AND FOR RENDERING TEXT GENRE INTO A DIDACTIC TOOL

ABSTRACT This paper aims to discuss the operation of language titled socio-history recognition of the text genre, presented by Cristovão and Stutz (2011) 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, 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) about proposing capacities of signification; on Stutz (2012) and Souza (2015) 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.