Banca de QUALIFICAÇÃO: MAYARA RODRIGUES FELIX DE MEDEIROS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MAYARA RODRIGUES FELIX DE MEDEIROS
DATE: 16/10/2024
TIME: 10:00
LOCAL: PLATAFORMA GOOGLE MEET
TITLE:

FORMAL AND INFORMAL LANGUAGE: A PROPOSAL FOR THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE

KEY WORDS:

Communicative Competence. Formal language. Informal Language. Didatic sequence. Proposal.

PAGES: 73
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

iven that communicative competence is the ability to adapt language to the context and audience in multiple interactional situations, in the school environment is no different, as it is of the utmost importance that students are given the opportunity to acquire knowledge related to the theme, as well as to experience situations in which they demonstrate their ability to interact with others in the course of their school life. From this perspective, we observed in the classroom of the Year 9 of Elementary Education, difficulties for students in realising that the different social contexts in which they participate lead to an understanding that there are different forms of interaction, as well as understanding the issue of linguistic discrimination. Thus, this pedagogical intervention project, which arose from the assumption that students have difficulty expressing themselves both orally and in writing in accordance with each communicative situation, but also to prevent them from reproducing linguistic discrimination, aims to develop activities that awaken in students an interest in enhancing communicative competence through the study of formal and informal languages and the treatment of language as a social practice, in order to minimise such discrimination towards the use of language forms. Methodologically, a Didactic Sequence (DS) will be proposed following the lines proposed by Schennewly and Dolz (2004) so that students come into contact with a variety of textual genres, from the most formal to the most informal, so that students realise that each textual genre will be used according to the communicative situation and the people involved in the context. In addition to this author, we took Bagno (2007), Teixeira (2020) and Monteiro (2020) as theoretical references, among other authors cited in this work. Regarding communicative competence, we draw on the knowledge of Chomsky (1978), Francisco (2018), Hymes (1972), Mantha and Sivaramakrishna (2006), Ferrarezi Junior (2014), among others. As far as methodological procedures are concerned, we followed Thiolent (2011) with regard to action research, although we acknowledge that this is an inspiration, since this is a proposal. With regard to the research approach, we drew on Gerhardt and Silveira (2009), as well as Prodanov and Freitas (2013). We believe that organised and systematised actions in the DS are a possible approach that can give students the opportunity to get to know the language and its varieties, recognising the importance of each one of them for communication to take place effectively and satisfactorily.

COMMITTEE MEMBERS:
Interna - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - 1728675 - GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
Interna - 348014 - MARISE ADRIANA MAMEDE GALVAO