O debate em livros didáticos aprovados pelo PNLD 2020-2022

Debating, respecting the ethic and the idea of negotiation, has, over the course of human history, created the practice of building the continuation of civility. Simultaneously, as a public demonstration (present and/or through social media) of the polarized ideas has become more frequent, a reit...

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Autor principal: Silva, Edson Carlos da
Outros Autores: Tinoco, Glicia Marili Azevedo de Medeiros
Formato: Dissertação
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
ensino de língua portuguesa; debate; prática social.
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
Endereço do item:https://repositorio.ufrn.br/handle/123456789/57253
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id ri-123456789-57253
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic ensino de língua portuguesa; debate; prática social.
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
spellingShingle ensino de língua portuguesa; debate; prática social.
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
Silva, Edson Carlos da
O debate em livros didáticos aprovados pelo PNLD 2020-2022
description Debating, respecting the ethic and the idea of negotiation, has, over the course of human history, created the practice of building the continuation of civility. Simultaneously, as a public demonstration (present and/or through social media) of the polarized ideas has become more frequent, a reiterate practice of learning how to debate has gained increasing significance. This expands the concept of debate beyond the confines of the oral discursive genre and/or the objective of the Portuguese language within the classroom, i.e, as a social practice. With this awareness, this dissertation seeks to analyze the practice the debate is presented in the didactic books approved by the triennium PNLD 2020-2022. This program complies with the National Common Curricular Base, which, in turn, places debate within the scope of public life. In light of this, we define, as the general objective of this dissertation, to investigate how working with 'debate' can encompass the skills in the field of public life outlined by the National Common Curricular Base (BNCC). To achieve this objective, we specifically aim to: (i) understand how 'debate' is addressed in the BNCC; (ii) analyze the work with 'debate' in the two volumes of the 8th year of Elementary School, selected from the collections approved for the triennium PNLD 2020-2022. Methodologically, this documentary research is of a qualitative and interpretative nature, analyzing didactic activities that focus on debate in two volumes of the 8th year. To achieve these objectives, we ground our analysis in the dialogical conception of language by Mikhail Bakhtin, in literacy studies with a sociocultural perspective by Kleiman (1995, 2000, 2012), Tinoco (2008, 2018, 2020), Aquino (2018), Rojo (2004), and Street (2014), in studies of interactional argumentation by Grácio (1993, 2010), and in critical pedagogy by Paulo Freire (2016, 2021, 2022). The results show that the word as “debate”, in two units analyzed, encompasses: (i) occurrences that indeed took place in the reality of brazilian society; (ii) polemic and relevant subjects related to culture and economic; (iii) social practice that extends beyond the education sphere. Therefore, although they still focus on the analysis of some purely structural elements, they do not confine the teaching of debate to the constitutive elements of the oral genre nor do they reduce it to just an object of instruction. Instead, they provide some support for teachers and students to analyze it as a social practice in public life. Finally, to contribute to this perspective, we present, as an educational resource, eight assessment sheets that can support the evaluation of working with debate as a social practice in the classroom, considering various aspects.
author2 Tinoco, Glicia Marili Azevedo de Medeiros
author_facet Tinoco, Glicia Marili Azevedo de Medeiros
Silva, Edson Carlos da
format masterThesis
author Silva, Edson Carlos da
author_sort Silva, Edson Carlos da
title O debate em livros didáticos aprovados pelo PNLD 2020-2022
title_short O debate em livros didáticos aprovados pelo PNLD 2020-2022
title_full O debate em livros didáticos aprovados pelo PNLD 2020-2022
title_fullStr O debate em livros didáticos aprovados pelo PNLD 2020-2022
title_full_unstemmed O debate em livros didáticos aprovados pelo PNLD 2020-2022
title_sort o debate em livros didáticos aprovados pelo pnld 2020-2022
publisher Universidade Federal do Rio Grande do Norte
publishDate 2024
url https://repositorio.ufrn.br/handle/123456789/57253
work_keys_str_mv AT silvaedsoncarlosda odebateemlivrosdidaticosaprovadospelopnld20202022
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spelling ri-123456789-572532024-01-09T21:11:31Z O debate em livros didáticos aprovados pelo PNLD 2020-2022 Silva, Edson Carlos da Tinoco, Glicia Marili Azevedo de Medeiros http://lattes.cnpq.br/1417959539739192 Gomes, Gianka Salustiano Bezerril de Bastos https://orcid.org/0000-0003-0415-0818 http://lattes.cnpq.br/1654659618556304 Aquino, Jaciara Limeira de ensino de língua portuguesa; debate; prática social. CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS Debating, respecting the ethic and the idea of negotiation, has, over the course of human history, created the practice of building the continuation of civility. Simultaneously, as a public demonstration (present and/or through social media) of the polarized ideas has become more frequent, a reiterate practice of learning how to debate has gained increasing significance. This expands the concept of debate beyond the confines of the oral discursive genre and/or the objective of the Portuguese language within the classroom, i.e, as a social practice. With this awareness, this dissertation seeks to analyze the practice the debate is presented in the didactic books approved by the triennium PNLD 2020-2022. This program complies with the National Common Curricular Base, which, in turn, places debate within the scope of public life. In light of this, we define, as the general objective of this dissertation, to investigate how working with 'debate' can encompass the skills in the field of public life outlined by the National Common Curricular Base (BNCC). To achieve this objective, we specifically aim to: (i) understand how 'debate' is addressed in the BNCC; (ii) analyze the work with 'debate' in the two volumes of the 8th year of Elementary School, selected from the collections approved for the triennium PNLD 2020-2022. Methodologically, this documentary research is of a qualitative and interpretative nature, analyzing didactic activities that focus on debate in two volumes of the 8th year. To achieve these objectives, we ground our analysis in the dialogical conception of language by Mikhail Bakhtin, in literacy studies with a sociocultural perspective by Kleiman (1995, 2000, 2012), Tinoco (2008, 2018, 2020), Aquino (2018), Rojo (2004), and Street (2014), in studies of interactional argumentation by Grácio (1993, 2010), and in critical pedagogy by Paulo Freire (2016, 2021, 2022). The results show that the word as “debate”, in two units analyzed, encompasses: (i) occurrences that indeed took place in the reality of brazilian society; (ii) polemic and relevant subjects related to culture and economic; (iii) social practice that extends beyond the education sphere. Therefore, although they still focus on the analysis of some purely structural elements, they do not confine the teaching of debate to the constitutive elements of the oral genre nor do they reduce it to just an object of instruction. Instead, they provide some support for teachers and students to analyze it as a social practice in public life. Finally, to contribute to this perspective, we present, as an educational resource, eight assessment sheets that can support the evaluation of working with debate as a social practice in the classroom, considering various aspects. Debater, respeitando a ética e a negociação de ideias, constitui-se, ao longo da História humana, uma prática de contínua construção da civilidade. Contemporaneamente, como demonstrações públicas (presenciais e/ou mediadas pelas redes sociais) de polaridade de ideias tem-se tornado prática reiterada, aprender a debater vem se tornando ainda mais relevante. Isso implica pensarmos o debate para além do conceito de gênero discursivo oral e/ou de objeto de ensino nas aulas de Língua Portuguesa, ou seja, como prática social. Cientes disso, esta dissertação busca analisar como o debate é trabalhado nos livros didáticos aprovados pelo triênio PNLD 2020-2022. Esse programa atende à Base Nacional Comum Curricular, que, por sua vez, insere o debate no campo de atuação da vida pública. Diante disso, definimos, como objetivo geral desta dissertação, investigar como o trabalho com o “debate” pode contemplar as habilidades do campo de atuação da vida pública, elencadas pela Base Nacional Comum Curricular (BNCC). Para atingir esse objetivo, buscamos especificamente: (i) compreender como o “debate” é contemplado na BNCC; (ii) analisar o trabalho com “debate” nos dois volumes do 8 o ano do EF, selecionados entre as coleções aprovadas pelo triênio PNLD 2020-2022. Metodologicamente, esta pesquisa documental é de natureza qualitativa e interpretativista e analisa atividades didáticas que trabalham o debate em dois volumes do 8o ano. Para atingir esses objetivos, fundamentamos nossa análise na concepção dialógica da língua(gem), de Mikhail Bakhtin, nos estudos de letramentos de vertente sociocultural, de Kleiman (1995, 2000, 2012), Tinoco (2008, 2018, 2020), Aquino (2018), Rojo (2004) e Street (2014), nos estudos de argumentação interacional, de Grácio (1993, 2010) e na pedagogia crítica, de Paulo Freire (2016, 2021, 2022). Os resultados sinalizam que o trabalho com o debate, nos dois volumes analisados, compreende: (i) eventos que, de fato, aconteceram na realidade social brasileira; (ii) temas polêmicos de relevância para a cultura e a economia; (iii) prática social que ultrapassa a esfera escolar. Portanto, embora ainda focalizem a análise de alguns elementos meramente estruturais, não restringem o ensino do debate aos elementos constitutivos do gênero oral tampouco o transformam em apenas um objeto de ensino, pois oferecem alguns subsídios para que o professor e os estudantes o analisem como prática social da vida pública. Por fim, para contribuir com essa perspectiva, apresentamos, como recurso educacional, oito fichas avaliativas que podem subsidiar a avaliação do trabalho com o debate como prática social em sala de aula, sob aspectos diferentes. 2024-01-09T21:10:25Z 2024-01-09T21:10:25Z 2023-09-21 masterThesis SILVA, Edson Carlos da. O debate em livros didáticos aprovados pelo PNLD 2020-2022. Orientadora: Dra. Glicia Marili Azevedo de Medeiros Tinôco. 2023. 133f. Dissertação (Mestrado Profissional em Letras) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/57253 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - PROFLETRAS NATAL

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