Interferências linguísticas no contínuo de oralidade e escrituralidade: uma proposta de produção do artigo de opinião no 9º ano do Ensino Fundamental
Considering that teaching situations should lead students to reflect on language in order to understand it and to use it appropriately to the situations and its purposes, as the National Curriculum Parameters show us, it is the present work, the result of a pedagogical intervention, of a qualitat...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26348 |
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| Resumo: | Considering that teaching situations should lead students to reflect on language
in order to understand it and to use it appropriately to the situations and its
purposes, as the National Curriculum Parameters show us, it is the present
work, the result of a pedagogical intervention, of a qualitative nature, in a 9th
grade class from a public school in the city of Natal, Rio Grande do Norte. Our
research consisted in the identification of linguistic interferences as a symptom
of Discursive Traditions in the students' writing process, according to the
postulates of Kabatek (2006). It is understood by linguistic interference the
deviation of the norms of a language from the appearance of elements of
another, be it in the phonetic, morphological, syntactic or lexical field, according
to Kabatek (1997). Based on this concept, our study aimed to investigate the
presence of interference between varieties, and their influence on the
displacement of textual productions in the oral or writing continuum, based on
Koch and Oesterreicher (1990). initial productions and finals. For this, we are
based on Textual Linguistics, according to Coseriu (2007), from the distinction
between the three levels of speaking: the universal, the historical and the
individual. Through the execution of a didactic sequence, a systematic model
proposed by Dolz and Schneuwly (2004), the students produced the textual
genre opinion article, on which we theoretically support the contributions of
Brakling (2000). The choice by gender is justified by its relevance to the
expression of a critical and reflective understanding of relevant themes in
society through the cultivated variety. At the end of the intervention and the
analysis of the results, we see the displacement of the productions in the
continuum of texts, through the substitution by the students of interferences that
characterize orality, by the use of structures focused on the communicative
distance, as required by the context in question. |
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