Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Santos, Juliana Ormastroni de Carvalho
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| Orientador(a): |
Magalhães, Maria Cecilia Camargo |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Lingüística
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| 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/13750
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Resumo: |
This thesis is focused on understanding and on production contexts in which students of a 7th grade class of elementary school from a public school in the state of São Paulo could take ownership of the process of writing the genre opinion piece. It has as main goal the analyses of the writing production process of this genre, developed during the proposal activity of the Social Activity "Producing a Newspaper". The specific goals focus mainly the transformation of ways of working with the writing processes intended to identify: (a) the characteristics of the interaction among the participants in producing the opinion piece and (b) the ways of appropriation of language skills by students throughout the production of the opinion piece. The choice of subject for this study is justified because it is related to the importance of the argument that, in this research, was found in debates on controversial social issues and in the negotiation of topics, rules, division of labor in the organization of contexts, and in relations that would enable conscious and intentional choices when building the opinion piece, and also in actions with classmates and teacher which contribute to a citizen participation. This research sought, thus, to organize more horizontal interactions among teachers and students, in which students were protagonists in the teaching-learning process and not just passive participants. The theoretical basis was built from the Theory of Socio-Historical-Cultural Activity (TASHC), considering the views of Vygotsky (1934/1991, 1934/2001), Vygotsky, Leontiev e Luria (1934/2001) and Engeström (1999, 2002, 2011) and the Social Activity (Liberali, 2009) as unfolding TASHC. The theoretical assumptions about language are based on the genre theory of Bakhtin / Voloshinov (1929/1992) and Bakhtin (1979/2011) as well as on studies of language skills, developed by Dolz and Schneuwly (2010), which focus the discourse of gender as a cultural artifact to the development of writing. Methodologically, this study is supported by the Critical Research Collaboration (PCCol) (Magalhães, 2009, 2010, 2011), a methodology that underlies the choice and the organization of actions on research conducted in school settings. The goal is to enable understandings and changes that can be inserted through the creation of tools that allow active participants to look and understand the meanings of one's actions and those of others, and relate them to the historical-cultural and political context from where they act. Interactions among students and teachers and the students' written productions were analyzed based on categories (a) enunciative - general plan text and thematic content (Bronckart, 1999), (b) discursive - types of questions (RYCKEBUSCH, 2011; BROOKFILED and Preskill, 2005 and Ninin, 2013), conversational turns (PONTECORVO, 2005), categories of articulation and argumentation speech (LIBERALI, 2013), and (c) linguistic-discursive - linguistic aspects (LIBERALI, 2013). The results found show changes on the modes of action of the participants and appropriations related to the genre opinion piece |
