O processo de significação em atividade coletiva a partir de um gênero discursivo

• Ano de defesa: 2020
• Autor(a) principal: Riboli, Larissa
• Orientador(a): Umbelino, Janaina Damasco
• Banca de defesa: Umbelino, Janaina Damasco , Matos, Neide da Silveira Duarte de , Moura , Manoel Oriosvaldo de , Serrão, Maria Isabel Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Teoria Histórico-Cultural; Teoria da Atividade; Atividade Orientadora de Ensino; Ensino da Língua Portuguesa; Processo de significação
• Palavras-chave em Inglês: Historical-Cultural Theory; Activity Theory; Teaching Guidance Activity; Portuguese Language Teaching; Signification process
• Área do conhecimento CNPq: EDUCAÇÃO:TÓPICOS ESPECÍFICOS DE EDUCAÇÃO
• Link de acesso: http://tede.unioeste.br/handle/tede/5158

The present research has as its object of study the process of signification from a collective activity. Our study was organized based on the following questions: how does the construction of meanings occur in a collective activity? Is it possible to trigger a process of signification through the instructions’ manual textual genre? From these questions, we outlined our research objective: to identify indicators of the process of signifying actions in the teaching activity through the instructions’ manual textual genre. We chose the Historical-Cultural Theory, the Activity Theory and the Teaching Guiding Activity as the theoretical and methodological foundations that supported the bibliographic research and data analysis. We developed a didactic-formative experiment, from a virtual story and a game, with a 4th year of Elementary School I - Early Years class, in a public school in Francisco Beltrão. Twenty-one children between 8 and 9 years old participated on this research. The results showed that the teaching activity developed by us made possible the appropriation of the concept of the instructional discursive genre instructions’ manual and that, in this process of problem’s solving, new actsof meaning emerged, through analysis and generalization, since each group produced their own instructions’ manual, one different from another. Collective work proved to be the basis for solving the problem of the task, in which students made their, the problem of the character in the story. The written language and its specificity were important elements for the completion of the activity.