Gênero currículo: análise da condução das informações

Abstract

In general, for the insertion and/or promotion of individuals in the business community, it is necessary to produce a text of the curriculum genre, as it aims to present the profile of the individual within the community, and, to achieve this goal, producers use rhetorical steps and movements to organize the information arranged in the copies, which meet communicative purposes and are related to the discursive community in which they circulate. Given this, we aim to find out what the rhetorical steps and movements used in the production of the curriculum genre, so that the objectives proposed by the genre are achieved before the business community, discussing how information is conducted according to the steps and movements identified, as well as the linguistic mechanisms used in its selection and distribution. For the development of this research, we rely on the theoretical support of Swales (1990; 2004; 2016), that bringing significant reflections to the scene of the theory of genres, it was of paramount importance to us to deepen the notions of gender as communicative events, showing the relevance of discursive communities and communicative purposes. Contemplating such references, we establish interrelationships with the ideas of Bhatia (1993), Biasi-Rodrigues (1998), Bazerman (2005; 2006), Côrtes et al (2017), which in a complementary way shed light on gender-relevant issues. Methodologically, this study has a descriptive, quantitative and qualitative character, through which we found a corpus of 30 curricula circulating in the business community, 10 of which are directed to industrial companies, 10 to commercial companies and 10 directed to service providers, verifying what form the information was arranged in the collected texts, identifying the recurring movements / steps, as well as the mechanisms used for the selection and organization of the information, taking into account the present communicative purposes and the discursive community in which they circulate. After the analysis, we found that the information present in the copies are organized into six rhetorical units, which are composed of subunits developed from well-defined communicative purposes, constantly dialoguing with the discursive community in which the author of the curriculum is inserted.