Café, texto, sentido e prosa: a retextualização como estratégia de ressignificação em processos de leitura e escrita no ensino médio

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Silva , Cícero José da
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9569
Resumo: This paper discusses the possibility of the reading as a social practice of reading and writing so that, the students can make meanful use of the reading practice into the cognitive process. For this ,one takes the reading as a moment of action to make use of reading to produce and develop activities which are possible to discuss and responsive-comprehension. Thus, the reading into interlocution activities create aspect in the appropriation process for writing interaction. A meanful reading is a source for significant and fundamental to the students produce new textual writings. In this way, this work supports new writing so helpful to let the pupils develop the retextualization process , used as a practice of reading and writing which mobilize linguistic cognitive function and textual linguistic and discursive strategies into a reading and textual productions with the objective to spread competences on the productor of the text, writing a second text provided by retextualization activities. The objective is to prioritize article of opinion, as strategies in different types of writing, newspaper articles, comics strips and stories and books, emphatizing romances, through a retextualized writing language , therefore, that the subject constitute himself the author of his writing, it means that one must take into account his role as subject into the social context which they are inserted. Through retextualiation process the students start considering the idea of writing as a whole process that brings him and the author closer. This modality gives him much more disposition and confidence. Thus, this research have a character of research-action taking for basis the theorists as Dell’isola(2007), Geraldi(2008;2013), Koch (2015). Koch & Elias (2009); Marchschi (2008; 2010), Mantêncio (2002), Marquesi (2014), Orlandi (2012) between others. The results show that a retextualization is an efficient process to get development to competences for wrting into a cognitive perspective and discursive to the productor-pupil on the high-school grade.