Banca de DEFESA: FRANCINALDO APRIGIO DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FRANCINALDO APRIGIO DOS SANTOS
DATA : 13/12/2016
HORA: 09:00
LOCAL: Campus de Currais Novos - Sala 07
TÍTULO:

A READING PROPOSAL WITH THE CHRONIC TEXTUAL GENDER IN PORTUGUESE LANGUAGE TEACHING

 

PALAVRAS-CHAVES:

Textual genres. Chronic. Following teaching. Text production.

 

PÁGINAS: 125
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This work presents a proposal of pedagogical intervention elaborated with the intention of encouraging the students of Elementary School II (EF-II), specifically, of the 9th grade, to appreciate the reading and to speak about it, since the majority of them, in this stage Of Basic Education, does not like to read and, consequently, presents difficulty in understanding and producing texts. In this way, the research seeks to elaborate some interventions in order to minimize this problem with the application of pedagogical strategies directed to reading through Didactic Sequences (SD), using as methodological resources some textual genres, giving a greater focus to the chronic genre, since The National Curriculum Parameters (PCN) of Portuguese Language (2001) suggest a work with privileged literary genres for the practice of reading and writing texts. In this perspective, the present study has, as a general objective, to reflect on the difficulties of reading and comprehension of texts by EF-II students, besides investigating how the chronic textual genre can favor the development of student reading competence through activities. For this, we are based on theoretical references directed to the reading and production of the text in Koch (2009), which focuses on the importance of author-text-reader interaction and Antunes (2009), among others that emphasize textual genres as point of the mother tongue and the acquisition of the process of reading and understanding texts; Bakhtin (1997) and Marcuschi (2008) on genders in social interaction; Dolz and Schneuwly (2004) who defend a proposal of teaching-learning centered in the textual genres, considering the language an instrument of knowledge construction. Still, we can mention Solé (1998) who affirms that it is possible to use several reading strategies in the classroom, making it an essential resource for the acquisition of knowledge. Regarding the methodology, our research is inserted in a qualitative approach, based on the theory of Triviños (1987) that see this type of research as a process that develops in dynamic interaction, constantly reformulating. It was from this reformulation that we came to the construction of a book entitled Chronicles of the world (in) real: the quotidian in the literary narrative from the productions written by the students. This product was not foreseen at the beginning of this dissertation, but outlined between teacher and students in the Portuguese Language classroom, through workshops involving SD. In this sense, we conclude that it is necessary to devise pedagogical strategies and interventions that focus the textual genres within the conception of language as an interactional activity of both linguistic and sociocognitive character. In addition, the practice of teaching Portuguese Language, with textual genres, specifically, the chronicle as a literary narrative, can be a facilitator for the improvement of reading and comprehension, since it is possible to increase the student's knowledge in relation to Structural, linguistic and sociodiscursive characteristics of certain genres. As well, it provides the learner to reflect on the adequacy of language elements to the text, the production situation, and the functionality of a specific gender as a social and communicative practice.

MEMBROS DA BANCA:
Interno - 2916579 - LUCELIO DANTAS DE AQUINO
Presidente - 349688 - MARIA ASSUNCAO SILVA MEDEIROS
Externo à Instituição - RISOLEIDE ROSA FREIRE DE OLIVEIRA - UERN