Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Pereira, Rosangela |
| Orientador(a): |
Rojo, Roxane Helena Rodrigues |
| 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/13861
|
Resumo: |
This research originated from issues concerning the relations established in literacy classes to understand why many of the students finishing the first basic level have not developed reading and writing skills. The focus of this study is the teacher-student interaction, since we assume this rapport might be involved in the non-attainment of the expected standards. Our research questions were: what are the interactive moves found in the studied classes? What is the place of students speech in such interactions? Does the teacher s speech work as authoritative or internally persuasive words? Do teachers interventions contribute for ZPD? If so, how? What theoretical assumptions about learning development and literacy methods can be found in the teaching practice? To answer these questions, the present work was developed in a local public school, in which 70% of the students finishing the second year of the first cycle are considered literate. The theories used to approach the subject were the ones developed by authors that focused on the teaching of reading and writing as well as literacy, particularly Ferreiro (1985), Tolchinsky (1995), Terzi (1995), Rojo (1997, 2001, 2005, 2006), Kleiman (2004) and Soares (2004). For interpretative purposes we chose the concepts of authoritative word, internally persuasive word and active responsiveness as elaborated by Bakhtin (1953-1979/2003; 1934-35/1975) and Bakhtin/Volochínov (1929/1981). As for the learning process, we chose to use language as interaction in its socio-historical context as proposed by Vygotsky (1935/1984). His concepts of zone of proximal development and mediation are also used to support the classroom research, together with the interpretations offered by Smolka and Wertsch (1994) and Smolka (1996). The methodology for data collection used observational and interpretational research tools. This research aims at contributing for the discussion about the present conceptions of literacy in the public school network in Brazil |
