Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Xavier, Flavia Micheletto |
| Orientador(a): |
Cintra, Anna Maria Marques |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
|
| Departamento: |
Língua Portuguesa
|
| País: |
BR
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| 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/14266
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Resumo: |
The purpose of this study is to analyse the teaching procedures in which reading is an element in the construction of written texts. We know that this production as expression of students´own speech imposes new strategies by the teacher. We believe, this way, that a research like this allows us to evaluate the strategies we have been using to help the student in the construction of his own speech. To do so, we have selected a dataset analysed according to a qualitative and exploring procedure: the writing productions of students from the 9 grade of Ensino Fundamental II of a private school in SP. It´s important to explain that, while analyzing the process and the final product of our students, we are indirectly analyzing and reviewing our own performance in the classroom. It´s also worth mentioning that the theoretical aspects that justify this research are the ones that refer, basically, to reading , to the production of texts and to matters related to cognition. As to reading and writing, we follow a socio-interactive approach, being supported by Bloome (1983), Kleiman (2002), Dell´Isola (2001), Koch and elias (2010), and Cavalcante(2012); as regards to cognition, we found in Gaté (2001) the elements that guided the research. The anlysed data show that, in general, the difficulties our students had while producing their own speech are directly connected to the strategies used by the teacher when guiding them in this process. Thus, if the teacher uses any experimenting protocol as proposed by Gaté (2001)- while observing, interfering and evaluating, he may help students in this process, making them experiment and find out means to the production of more independent speeches. In a learning situation, such act points out the importance of creating strategic procedures by means of reading and writing exercises, proposed to the text production of 9 grade students from a private school in SP. Although these are individual procedures, depending on the teacher and on the different reality of each classroom, we believe that the systematic approach of this experiment may help other teachers. The strategies listed in chapter IV are not the more adequate or the only ones; they are simply based on the interrelationship (or personal relationship) with students |
