Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Gaudeda, Célia
 |
| Orientador(a): |
Saleh, Pascoalina Bailon de Oliveira
|
| Banca de defesa: |
Rohling, Nívea
,
Torquato, Cloris Porto
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
UNIVERSIDADE ESTADUAL DE PONTA GROSSA
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Estudos de Linguagem
|
| Departamento: |
Linguagem, Identidade e Subjetividade
|
| 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: |
http://tede2.uepg.br/jspui/handle/prefix/1496
|
Resumo: |
One of the fundamental goals to be reached by the school, on Portuguese Language teaching, is forming subjects who produce their written texts so to meet the imposed social requirements. However, in municipal schools in Curitiba (Parana), that offer from 6th to 9th grades of elementary school, achieving that goal has been a challenging assignment to most of us, working professionals. Through this confirmation, this study aims to investigate how text production teaching is being forwarded, as well as the predominant conception of written language underlying the teaching. Therefore, for the present research, we chose, in the first semester of 2016, one of the municipal schools with its 3 (three) 6th grade classes and, in that universe, by means of interviews with 3 (three) teachers and the access of 8 (eight) students notebooks, generated data that were analyzed with contemporary theories on language and its teaching. Among the theorists, those from Bakhtin Circle, whose enunciative-dialogic named theory talk about language as consequent to verbal interactions, which are established among the subjects in their social relations; also authors who talk about language teaching, especially the written language: Geraldi (1996; 1997; 2006;), Azevedo & Tardelli (2011), Sercundes (2011) Marcuschi (2001), Costa Val et al. (2009), Menegassi (2010), and others. Besides those theorists, we relied on teaching guiding documents, Brasil (1988) and Curitiba (2010; 2006). Initially, we scanned how the written language, in general, has been introduced to the three classes. Particularly in two classes, it was verified the presence of written texts (to reading), most of them literary; about that, we missed a reading work that explored the texts in all their dimensions; there is also the writing-reproduction, which includes the copy and other propositions with a minimal students participation and, ultimately, the written production, a total of 21. About the text productions, main focus of this study, the conclusions point to a detachment from the conception of language as verbal interaction phenomenon. The amount of data that was generated indicate that it has prevailed, in all classes, the emphasis on the teaching of school writing – mainly thematized from images – which do not include constitutive aspects demanded by the text production outside the school, such as defined discursive genre, previous planning, elected interlocutor, place of circulation and text rewriting. That is, in the three examined classes, a traditional conception of written language prevails and not one that understands the language as a means of interaction between the subjects. |
