Banca de DEFESA: JAECIA LARISSE SANTOS FERREIRA DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JAECIA LARISSE SANTOS FERREIRA DE LIMA
DATE: 29/10/2020
TIME: 14:00
LOCAL: ON LINE
TITLE:

RETEXTUALIZATION IN PORTUGUESE LANGUAGE TEACHING: AN INTERVENTION PROPOSAL

KEY WORDS:

Portuguese Language Teaching. Retextualization. Genre Interview. Didactic Sequence.

PAGES: 112
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

This research focuses on the teaching of Portuguese Language in the final years of elementary school, especially rigarding 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 linguistic-discursive 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.

BANKING MEMBERS:
Interna - 349683 - JOSILETE ALVES MOREIRA DE AZEVEDO
Interna - 348014 - MARISE ADRIANA MAMEDE GALVAO
Externa à Instituição - MARIA HELENICE ARAUJO COSTA - UECE