Ensino de Língua Portuguesa em projeto de letramento: ler e escrever por meio da colaboração, da agência e da interdisciplinaridade
Through this research, we aim to investigate how Portuguese language teaching is developed in a literacy project (KLEIMAN, 2000), based on the work with reading and writing developed in a class of 5th grade elementary school, belonging to a public school in the city of Parnamirim, Rio Grande do N...
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Formato: | doctoralThesis |
Idioma: | por |
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26515 |
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Resumo: | Through this research, we aim to investigate how Portuguese language teaching is
developed in a literacy project (KLEIMAN, 2000), based on the work with reading and
writing developed in a class of 5th grade elementary school, belonging to a public school in
the city of Parnamirim, Rio Grande do Norte. This interest comes from the recognition of the
important role that the school should play in working with language, especially in the
development and expansion of literacy for the life of the student, in order to boost their
possibilities of insertion and participation in the broader context of literate practices. For this
reason, the research questions are the following: 1. How is reading and writing taught in the
perspective of the literacy project?; 2. What is the role of discursive genres in the teaching of
reading and writing developed through a literacy project? With regard to the theoretical basis,
we highlight the literacy studies (BARTON, 1993; HAMILTON, 2000; KLEIMAN, [1995]
2012, 2000, 2007; OLIVEIRA, TINOCO, SANTOS, 2014; STREET, 2003, 2014), the
Bakhtinian conception of language (BAKHTIN, [1979] 2011; BAKHTIN/VOLOSHINOV,
[1929] 2012), the perspective of critical education (FREIRE, [1970] 2011a; [1990] 2011b,
[1996] 2011c; GIROUX, 1997) and the theory of discursive genres, proposed by the Bakhtin
studies and the socio-rhetorical (BAZERMAN, 2006, 2007; MILLER, 2011, 2012). With
regard to methodology, this study is configured as an “research in action” (THIOLLENT,
1988), of the ethnographic type in education (ANDRÉ, 1995), having as instruments for the
generation of data the observation of participants, notes made while in the field, interviews
and documentary analyzes. With that being said, this research made possible the elaboration
of results pertinent to the language studies, to the didactic orientations of the language
teaching and to the public network of education. The data generated allowed to identify that,
under the bias of the literacy project, it is possible to have a Portuguese language teaching that
considers the real situations for what is read and for what is written; a collaborative work; the
agentive potential of employees; the integration between the axes of language teaching; and
the articulation between curricular components. Through this context, we recognize the
discursive genres as instruments of social action in front of the demands arising from the
literacy project, whose practices of reading and writing are socially situated between the
school and the wider society, allowing the critical production of students in the world and the
world. To do so, we identified the importance of the teaching of discursive genres if we rely
on the affiliation with the literacy project, through its problem situation and its outlined goals;
in the activation of students' world knowledge and in the resumption of learning built up
during the literacy project; in the identification of the context in which the genres are used and
of their recurrent characteristics; in the linking of knowledge interconnected by the different
curricular components; and the possibility of students to experience social practices of reading
and writing beyond those familiar to them. Finally, the realization of this research allowed
results to be generated for the public school system, considering its infrastructural and
material context and the objective of forming critical students about its reality, being the
language an object of reflection and socio-educational transformation. |
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