Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Guimarães, Renata de Andrades |
| Orientador(a): |
Delanoy, Cláudio Primo
 |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
| Departamento: |
Escola de Humanidades
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/8491
|
Resumo: |
Textual genres are communicative events that can change according to the needs of communication. In this context, digital genres come from this new era of communicative relationships, from technological advances. Therefore, comes the necessity to investigate activities related to these genres in textbooks, considering the characteristics of these genres to use them as language teaching/learning objects. This thesis deals with Textual Linguistics and aims to show if there is an adequate approach between emerging genres in technology and the teaching process in textbooks of Portuguese Language in elementary school (6th to 9th grades or equivalent). In addition, this paper holds an analysis of activities in digital genres that include: to interpret textbooks; to evaluate characteristics and defined functions in communicative events; to observe references throughout school years, and to introduce a distinctive teaching proposal to textbooks of Portuguese Language involving a digital genre called post. Thus, to meet this purpose, a selection of four textbooks of Portuguese Language from the collection Teláris Project, compose the corpus of analysis. There are four previously established criteria to select he books. An example is the use of current books. The analysis of this material brings a research methodology in order to observe the presence or absence of activities involving digital genres in textbooks, as well as a description and analysis of four chapters to exemplify and discuss the data according to theoretical assumptions of textual linguistics. According to the results, despite theorists discussions around digital genres and the great use of them in current communicative process, an inclusion of these elements as teaching objects in textbooks is still limited. The results of this research bases on the theoretical framework adopted and the analysis develops a pedagogical proposal from the digital genre called post. Thus, the intention is to contribute somehow to linguistic studies, more specifically to those related to the study of textual genres as well as to teaching Portuguese in school environments. |
