Abordagem da pontuação no ensino médio: análise de livros didáticos e proposição de protótipo didático em perspectiva dialógica
This thesis, placed is in the Applied Linguistics area, takes as the object of study the questioning of the teaching of the punctuation from two axes: the approach in the Portuguese textbooks indicated by the guide PNLD 2015; and the proposition of activities that articulate the punctuation as one o...
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| Formato: | doctoralThesis |
| Lenguaje: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Acceso en línea: | https://repositorio.ufrn.br/handle/123456789/45671 |
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| Sumario: | This thesis, placed is in the Applied Linguistics area, takes as the object of
study the questioning of the teaching of the punctuation from two axes: the
approach in the Portuguese textbooks indicated by the guide PNLD 2015; and
the proposition of activities that articulate the punctuation as one of the
expressive resources used for the stylistic construction of the enunciation.
Central objectives: 1) evaluate, in a dialogic perspective, the approach of the
punctuation in Portuguese Language textbooks approved in PNLD (2015-2017),
focused on the high school; and 2) propose, on the basis of the criticisms
pointed out, prototype to teach (ROJO, 2012, 2013, 2017) that allows to explore
the punctuation marks as expressive resources of the enunciations. Anchored
in the Interpretative Paradigm with qualitative focus (CHIZZOTTI, 1998;
FREITAS, 2002, 2007, 2010), the research is supported theoretically in the
contributions of the Circle of Bakhtin about language, enunciation and style
(BAKHTIN/VOLOCHINOV, 2006; BAKHTIN, 2003, 2010a, 2010b, 2013). The
results prove that although some changes have already been identified in the
work with the punctuation, most of the LDP suggested by PNLD 2015 still
retains a normative and dissociated view of other knowledge for the treatment
of the said content. Prototype to teach, drawn up from the critical reflections,
highlight the punctuation integrated with the practices of reading and textual
production, contributing to a bakhtinian approach to the topic under review. |
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