Estudos culturais como proposta de ensino de semântica: ressignificando a prática docente
This paper presents a reflection on cultural studies in Mother Language classes based on the Context and Scenario Semantics (SCC). As a qualitative bibliographical research, it brings a proposal of didactic-pedagogical approach, taking into consideration the cultural context as a teaching perspectiv...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/gelne/article/view/19761 |
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| Resumo: | This paper presents a reflection on cultural studies in Mother Language classes based on the Context and Scenario Semantics (SCC). As a qualitative bibliographical research, it brings a proposal of didactic-pedagogical approach, taking into consideration the cultural context as a teaching perspective. Since cultural phenomena and language are inseparable elements in the constitution of meanings of words and expressions of a given community, the study aims to suggest teaching possibilities in order to develop reading proficiency and the development of skills and knowledge essential to contemporary times. To this end, it is anchored in studies by Candau (2014), Ferrarezi Jr. (2008), Rodrigues (2009) and the official documents (BRASIL, 1998; 2002; 2013), among other theoretical bases, the research deepens and updates semantic concepts in a cultural and contemporary approach of the students. language studies, valuing regional educational practices that basic education can use as a form of school literacy. |
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