Atribuições de um orientador de TCC prescritas em documentos institucionais: um olhar a partir da perspectiva funcional da linguagem

In addition to the distresses of the orientation process and bureaucratic demands of teachers related to the Final Paper (TCC), the probable lack of knowledge of orientation duties on the part of the teacher, regulated in institutional documents, can potentiate the difficulties of this process. In this sense, this article is the result of an investigation into the duties of a TCC advisor in the context of higher education at the Federal Institute of Paraíba (IFPB). The general objective of the research was to highlight the duties of an advisor found in institutional documents, the linguistic selections that modalize obligation and the multimodal choices. Its theoretical foundation comes from the functional perspective of language, which instigates reflection on the use of language from a range of choices offered by the linguistic system, focusing on the contextual variable Relationships and the category Modality, of the interpersonal metafunction (Halliday, 1994; Fuzer; Cabral, 2014), as well as multimodality (Kress; van Leeuwen, 2006; Nascimento; Bezerra; Heberle, 2011; Araújo; Gualberto, 2018) in specific excerpts from 12 institutional documents, the research corpus. To this end, we adopted the research of a basic nature, with the objective of exploratory study, electing the documentary research as a technical procedure of data collection and the qualitative-interpretative approach as a procedure for the analysis. The results indicate that the analyzed excerpts function as prescriptions for the duties of the TCC advisor, so that they do not occur randomly, being representative discourses of teaching action through linguistic choices that modalize obligation and multimodal resources that potentiate it.