Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Sampaio, Cássia Cristina Rodrigues da Silva
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| Orientador(a): |
Siqueira, João Hilton Sayeg de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| 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
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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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://repositorio.pucsp.br/jspui/handle/handle/32580
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Resumo: |
This work inserts in the research line - Reading, Writing and Teaching of Portuguese Language - and has at its theme the consideration of the demands faced in school institutions, regarding the authorial writing. The general objective of this research is understanding the pedagogical work developed in the school, since the initial grades, marked by provocations, especially when it comes to the students' writing production process. Among the specific objectives are: 1) From the data of the analysis of the students 'texts understand the gaps and potentialities in the students' writing; 2) evaluate if working with different textual genres would provide greater possibilities for authorial writing by children. 3) To raise students' knowledge and non-knowledge in the areas of orality, reading and writing; 4) Propose possibilities for pedagogical interventions to qualify the production of authorial writing by children. The methodology used in this work is the comparative research and among the authors that guided the studies undertaken, Barthes (1984), Foucault (1992), Chartier (1999), Piovezan (2017) stand out. Initially we will conceptualize the term authorship and the theoretical foundation to understand the authoring process in the various scenarios: in literature, daily life, official documents and the school institution. Then we analyze the situation of the written production in the school, considering the linguistic, textual and discursive domain, based on the texts produced by the students of the 5th grade of elementary school, in order to verify the potentialities and weaknesses for authorial writing. Finally, we discuss the objects of knowledge and skills defined in the Common National Curriculum Base (BNCC), categorizing and analyzing student performance by the following axes: oral, reading and writing, after analysis, we suggest possible pedagogical interventions. The results show that students in their productions have the potential to overcome their weaknesses, broaden their knowledge and qualify the author writing productions, transmitting the knowledge, brands, thoughts in their authorship productions. However, it is necessary to invest in training for teachers and specific mediations, recognize the potential of students and invest in orality, reading and writing, so that teaching makes sense to the student and that he gains knowledge and has the ability to write his history with authority and responsibility |
