Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
ARAÚJO, Érica Patrícia Marques de
 |
| Orientador(a): |
CASTELLANOS, Samuel Luis Velázquez
|
| Banca de defesa: |
CASTELLANO, Samuel Luis Velázquez
,
FERNANDES, Vanja Maria D. Coutinho
,
MARTINS, Leoneide Maria Brito
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO I/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3145
|
Resumo: |
This dissertation has as the main goal to analyze the role of teachers as mediators of the writing process and its implications for the formation of students as text producers. It is underpinned in a dialogical perspective and describes interventional actions on the teaching of writing in the 5th year of an Elementary Education class. The study aims to: (i) identify the theoretical and methodological concepts about the writing process that guide teachers’ work in the classroom; (ii) verify the level of interference pedagogical mediation may suffer when developing linguistic skills, considering they are requirements for the textual production process; and (iii) develop an intervention proposal, in collaboration with the teacher, in order to train students as text producers. The literature review is composed of significant aspects, such as human interaction and the relevance of the discursive perspective on language appropriation. The pedagogical intervention research is based on action research assumptions and recurs to participant observation, a semi-structured interview, and round tables to evaluate the teacher and students’ perspectives as they are interlocutors of the process. Therefore, the study unveils that when practicetheory-practice is established, the formative process at school enables new perspectives in teaching written language to students. Furthermore, considering the application of theory in everyday life to enlighten the pedagogical practice, the study concluded that children need to be guided in the process of producing the texts proposed in the classroom, mainly because the methodological path chosen should highlight the social function of writing to make sense for their lives, thus, it is necessary to guarantee discourse genres through a dialogical process. |
