A retextualização no ensino de língua portuguesa: uma proposta de intervenção
This research focuses on the teaching of Portuguese Language in the final years of elementary school, especially with regard to the relationship between orality and writing. In this aspect, the reflection carried out starts of the difficulties that students present in recognizing that there are m...
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Formato: | Dissertação |
Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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Endereço do item: | https://repositorio.ufrn.br/handle/123456789/32839 |
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Resumo: | This research focuses on the teaching of Portuguese Language in the final years
of elementary school, especially with regard to the relationship between orality
and writing. In this aspect, the reflection carried out starts of the difficulties that
students present in recognizing that there are moments in which we interact in
more spontaneous ways and, in others, more planned through oral and written
texts. Such a question implies the observation of the uses of the language, with
a view to fulfilling different objectives in daily life. We argue, therefore, that the
practices of spoken and written language in the teaching of Portuguese Language
in the classroom enable students to develop their linguistic-communicative
competence, by preparing them for the use of the language in different situations
of interaction. Therefore, we elected as the general objective of this research to
investigate how students of the 8th year of elementary school retextualize their
productions, from the spoken modality to a written version. We elected as specific
objectives to identify the linguistic-discursive operations used by students in the
process of retextualization of speech to writing and to analyze the linguisticdiscursive operations in the process of retextualization from speech to writing, in
the textual genre interview, produced by students. The methodology of this work
followed the orientations of action research and a qualitative approach for the
analysis of the collected data. To carry out action research, we developed a
proposal for intervention in the Portuguese language classroom, through a
didactic sequence, based on the proposal of Dolz, Schneuwly and Noverraz
(2004). The research corpus consisted of choice collected orally and then
retextualized for writing. We take as analysis categories for this investigation, the
model of textual-discursive operations in the passage of text from oral modality
to writing, as proposed by Marcuschi (2010), from the removal of the marks of
orality till the syntactic reordering according to the writing norm. Theoretically, we
are based on works that follow interactional proposals, such as Fávero, Andrade
and Aquino (2000); Leal and Gois (2012); Marcuschi (2008 and 2010); Hoffnagel
(2002), Koch (2005) among others. The results revealed that students were able
to retextualize interviews from speech to writing, performing textual-discursive
operations, since the simplest to the most complex. This fact proves that the
didactic-pedagogical activities were of great relevance for the teaching of the
Portuguese Language, as they as contemplated different situations of social
interaction. |
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