Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
CZEREVATY, PAULO CEZAR
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| Orientador(a): |
Angelo, Cristiane Malinoski Pianaro
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras (Mestrado)
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| Departamento: |
Unicentro::Departamento de Letras
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| País: |
Brasil
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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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1447
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Resumo: |
This thesis, based on actions carried out in the course of Letters from a public university in Paraná, addresses the process of constituting of the concepts of text revision and rewriting in the initial teacher education in Letters. The research, of qualitative nature, is defined as an Explanatory Case Study and has its theoretical reference in the dialogism of Bakhtin’s Circle and the discussions in Applied Linguistics, with its emphasis on the conception of writing as a work and the process of revision and rewriting of texts. The research assumes that solid initial teacher education in Letters course is of fundamental importance for teachers to take on, in their performance, effective attitudes regarding the teaching of writing, with emphasis on the stages of text revision and rewriting. Thus, the general objective is to reflect critically on the process of theoretical, methodological and practical constitution of the concepts of text revision and rewriting by teachers in the initial teacher education in Letters. Therefore, the Explanatory Case Study developed the following steps: 1) initial survey; 2) intervention actions; 3) final survey – all of them with theoretical, methodological and practical emphasis in the text revision and rewriting stages, from the knowledge of the academics at the beginning of the process, through the studies performed with the researcher, to the understanding after the intervention, in order to perform a comparative analysis of the stages, according to the actions performed and the theoretical aspects mobilized. The results of the analyzes demonstrate: a) the mention of the dialogical conception, but without theoretical methodological clarity regarding the notion of the dialogical conception, besides the practical approach with traditional conceptions; b) the theoretical understanding, through intervention actions, of the conceptions of language and writing, especially writing as a work, and an awareness of the activity of text revision, however, still with a tendency to assume conceptions of the practices unrelated to the theory and concrete examples worked on; c) the difficulty in apprehending the text revision and rewriting stages, which is due to the long naturalization of traditional corrections in personal experiences of each individual, confirmed by the distance between the theoretical discourses and the practice of academy. It was found, therefore, that the process of formation of the concepts of text revision and rewriting requires a constant work, which is not limited to specific moments of the course or the action of isolated disciplines. |
