Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Ribeiro, Amanda Fernandes
 |
| Orientador(a): |
Cavenaghi-Lessa, Angela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13686
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Resumo: |
The Department of Education of the State of São Paulo, Brazil, (SEE) has presented a curricular proposal in 2008 to enable public school system to achieve a consistent base of knowledge and skills concerning the learning process. This state document, named Curriculum of São Paulo , presents guiding principles for developing a solid educational practice and aims to face the contemporary world s social, cultural and professional challenges. From this Curriculum, SEE designed the Teacher's Book and Student s Book, which feature learning situations that enable autonomy, identity and freedom construction through a meaning construction language variety. The present project aims to identify through the teaching-learning situations the conception of language and speech genres that appear in the State of São Paulo s Portuguese Language Curriculum, as well as in both the Teacher s and the Student s Book, in order to understand how these three documents engage with one another in terms of theory and practice. Thus, this project aims to answer the following research questions: 1) What conception of language emerges from Portuguese Language Curriculum, Teacher s Book and Student s Book? 2) How does the Portuguese Language Curriculum recommend the study of speech genres and how is it approached by the Student s Book? In order to answer these questions and achieve the aimed goals, the Curriculum of São Paulo s area of Languages, Codes and Technologies specifically regarding Portuguese language , both the Teacher s and the Student s Books, as well as the Bakhtinian linguistic and discursive constructs will be analyzed. The present work justifies itself in the sense of directing teachers on developing Portuguese Language focusing on enunciative language practices that give rise to speech genres, in order for the teaching-learning process to be based on social practices.The analysis show that the language conception present on the documents in question is based on the ideological perspective of language, that enables a teaching-learning process that focuses on speech genres on order to allow a didactic and methodological development linked to situations of student s social practice |
