Variedades linguísticas e relações entre oralidade e escrita: análise crítica dos livros didáticos de alfabetização de Foz do Iguaçu
| Ano de defesa: | 2021 |
|---|---|
| Autor(a) principal: |
Ferrari, Camila Delatore
 |
| Orientador(a): |
André, Tamara Cardoso
|
| Banca de defesa: |
Gonçalves, Rita de Cássia
, |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Foz do Iguaçu |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino
|
| Departamento: |
Centro de Educação Letras e Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/5700 |
Resumo: | It critically analyzes the theoretical assumptions that support literacy textbooks in the municipality of Foz do Iguaçu in the years 2019 and 2020.It points out the concepts of literacy and clarifies ifit includes linguistic varieties in this process, in relation to orality and writing. It discusses the public literacy policies underlying the methods of the literacy process. It asks: do the current literacy perspectives (Base Year 2021) contemplate the relationship between orality and writing, in a context of linguistic varieties, according to the theoretical assumptions that underlie literacy textbooks in the municipality of Foz do Iguaçu? It adopts basic bibliographic and documentary research, based on Cagliari (1989; 1998; 2002) and Faraco (2000; 2015; 2017; 2018) to understand the relationship between orality and writing, in line with the linguistic varieties.It analyzes the textbooks of the teacher and the student, entitled "Apis", of Portuguese Language of the 1st and 2nd year of elementary school,distributed by the National Textbook Program (in Portuguese PNLD) and also a handout delivered to literacy teachers by the Municipal Education Departmentof Foz do Iguaçu Education (in Portuguese SMED), in the years 2019 and 2020.It proposes a critical reflection on the methodological approach proposed in the teacher and student material. It concludes that the literacy methods adopted in textbooks and teaching materials do not contemplate the relationship between orality and writing.These are presented as a pretext for spelling and grammar work. The linguistic varieties are not valued, so that the objectives of the didactic examples lead to the decontextualized reproduction of the normative aspects of the written oral language. |