Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Rosa, Douglas Corrêa da
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| Orientador(a): |
Costa-hübes, Terezinha da Conceição
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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 Oeste do Parana
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação "Stricto Sensu" em Letras
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| Departamento: |
Linguagem e Sociedade
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| País: |
BR
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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.unioeste.br:8080/tede/handle/tede/2365
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Resumo: |
By examining studies that reflect on the teaching of Portuguese Language (LP) , we find that since the 1980 s a significant change in conceptions of teaching and learning of the mother tongue is happening . One such change refers to the practice of producing texts in school, the subject of this research. Writing before worked in mechanical activities, is seen as a social practice, that is, such as work, laden with socio- discursive intentions. Therefore, working with the production of texts in the classroom should prioritize social and discursive character of writing. This new look with the written form of the language is also present in official documents that guide the work of Professor LP. One of these document , prioritized in our research , is the Basic Curriculum for Municipal Public School West of Paraná - CBEPM - ( AMOP , 2010) that , starting from literate social practices in which students are embedded , mediated by Genres Discourse ( BAKHTIN , 1992) , considers the production of texts as a social practice . Given this context of teaching the LP, this research aims to investigate how the teachers in the early years of a city in western Paraná understand and forward the proposal for production of texts and consider curriculum guidelines in relation to this ability. To this end, we adopted the methodology of ethnographic research approach, the interpretive qualitative type. The survey was conducted with teachers of basic education, early years, in a city in western Paraná. These teachers participate in a continuing education project, whose title is " continuing to basic education teachers in early years education: actions to municipalities with low literacy IDEB the western Paraná " Stricto Graduate on the Program Degree in Letters, master's and doctoral level, campus Unioeste Cascavel, and has encouraging CAPES / INEP, since it is linked to the Centre of Education (OBEDUC) program. The corpus that we analyzed was generated through interviews and observation in the classroom. This research thus falls within the field of Applied Linguistics ( LA ) , taking as its theoretical basis the interactionist conception of language ( BAKHTIN / VOLOSHINOV , 2006) , as well as authors who share this theoretical positioning such as Geraldi (1984 , 1997 ) , Elias and Koch (2010 ) Marcuschi (2008) , among others. The data showed us that in school, we still find mechanical writing activities, without regard to the interactive aspects of language . However, we also found significant evidence of activities that are conspicuous by their interaction, thus demonstrating that teachers have demonstrated maturity of the proposed curriculum, namely take the job with textual production as a dialogical activity. Since then, these findings suggest possibilities for working with text production in the initial years. We therefore hope to contribute to a reflection that considers the language in its social dimension, perceiving writing as work |
