Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Santana, Maria de Fátima de |
| Orientador(a): |
Turazza, Jeni da Silva |
| 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 Língua Portuguesa
|
| Departamento: |
Língua Portuguesa
|
| 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/14412
|
Resumo: |
This paper follows the Research Line History and Description of the Portuguese Language from the Program of Graduated Studies of Portuguese, from the Pontifical Catholic University of São Paulo in both aspects, system and use and has focus on the lexicon-grammatical forms of the Brazilian language as the basis of textual processes: a non-linguistic knowledge investment of linguists. Theoretical fundaments are from the Textual Linguistic, in the socio-cognitive-interactive aspect, focusing an interface with those from the Lexicology for an appropriate treatment of the used word. It was presumed the textual production strategies are the same when considering the production movements of senses produced by reading written texts, or written by a reading process. This work privileges the production movements produced by reading in order to evaluate the proficient reader as well as the need to re-contextualize teaching practices of the Brazilian native language in Primary Education and High School. The start of this research is the historical background which results indicate: a) the development of a reader unassociated to the writer as these social roles were considered professions and not the basis for practicing citizenship; b) two kinds of unassociated reading: an intensive one and an extensive one that anticipate and preceded the press development, respectively. The paper also aimed to re-contextualize these concepts suggesting as the general goal to discover the transmutation process of text-product to text-process by processing active information of lexicon-grammatical signs that linguistically organize the textual microstructure in order to change it to the macrostructure. In this matter, the research-professor, together with its students, has chosen to learn and reconstruct explicit propositions from the text basement by the implicit one to achieve a significant reading: the one that decodes while makes the content understandable, allowing the reader to interpret it. The used procedures for that where granted by the inter-textual and inter-discursive principles and indicate the results: a) the learners` increase of previous knowledge and encyclopedia information, b) the need of considering that the support of significant reading is the reading/re-reading process from the same text (intensive method) associated to others of the same thematic identity (extensive method); c) the practice of teaching reading will only be significant if settled and based on inter-discipline; d) schools have to work with projects other than reading programs. It is considered that this paper shows the basis of a pedagogic reading development touched by the lexicon-grammatical pedagogy that focus teaching the used language |
