Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
Mendes, Adelma das Neves Nunes Barros
 |
| Orientador(a): |
Rojo, Roxane Helena Rodrigues |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13547
|
Resumo: |
This thesis is based on the socio-historical-discursive perspective proposed by Bakhtin as well as on theories developed in language teaching methodology, in education and in language studies in general. The analysis of the data points to the attention given to oral language in the teaching and learning of the mother tongue (PCN, 1998) and (PNLD/2002, 2005) that contributed to a change in focus of Portuguese language textbooks used in schools The research based on the examination of the classroom textbooks showed that the emphasis on oral language increased from an original proposal of 122 to 587 proposals. In this study, the presence of oral language is apparent in formal and public spoken discourses as scholastic activities (Dolz, Shneuwly & Haller, 1998). Oral production is treated from two different standpoints: as a means of exploration of diverse objects and as an object in which the focus is on the presentation of oral genres used in public communication. Oral language is thus treated as a means to explore essentially reading, comprehension and production of written texts as well as linguistic knowledge. Following (Rojo, 2005) spoken discourse is treated as a teaching objective from three different perspectives: immersion, transmission and reflection. Only the perspective of reflection deals with knowledge and language abilities (Dolz & Schneuwly, 1998) which are necessary for the comprehension, production and management of genres employed in the public sphere, promoting the teaching and learning of those genres as an autonomous objective of instruction (PCN, 1998), (Dolz & Schneuwly, 1998), preparing the groundwork for civic education. The findings of this study show that the authors of Portuguese-language textbooks do not present a monologic discourse (Bakhtin, 1953/1979, 1929) but engage the new teaching paradigms and successive textbook evaluations presented respectively in both the (PCN) and (PNLD) in dialogue |
