Banca de DEFESA: LUCILA CARVALHO LEITE BRANDÃO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LUCILA CARVALHO LEITE BRANDÃO
DATA : 28/08/2018
HORA: 08:30
LOCAL: Auditório 01 do NEPSA II
TÍTULO:

Em construção

PALAVRAS-CHAVES:

Teaching Portuguese Language. Literacy project. Reading. Writing.

PÁGINAS: 310
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Through this research, we aim to investigate how Portuguese language teaching is developed in a literacy project (KLEIMAN, 2000), based on the work with reading and writing developed in a class of 5th grade elementary school, belonging to a public school in the city of Parnamirim, Rio Grande do Norte. This interest comes from the recognition of the important role that the school should play in working with language, especially in the development and expansion of literacy for the life of the student, in order to boost their possibilities of insertion and participation in the broader context of literate practices. For this reason, the research questions are the following: 1. How is reading and writing taught in the perspective of the literacy project?; 2. What is the role of discursive genres in the teaching of reading and writing developed through a literacy project? With regard to the theoretical basis, we highlight the literacy studies (BARTON, 1993; HAMILTON, 2000; KLEIMAN, [1995] 2012, 2000, 2007; OLIVEIRA, TINOCO, SANTOS, 2014; STREET, 2003, 2014), the Bakhtinian conception of language (BAKHTIN, [1979] 2011; BAKHTIN/VOLOSHINOV, [1929] 2012), the perspective of critical education (FREIRE, [1970] 2011a; [1990] 2011b, [1996] 2011c; GIROUX, 1997) and the theory of discursive genres, proposed by the Bakhtin studies and the socio-rhetorical (BAZERMAN, 2006, 2007; MILLER, 2011, 2012). With regard to methodology, this study is configured as an “research in action” (THIOLLENT, 1988), of the ethnographic type in education (ANDRÉ, 1995), having as instruments for the generation of data the observation of participants, notes made while in the field, interviews and documentary analyzes. With that being said, this research made possible the elaboration of results pertinent to the language studies, to the didactic orientations of the language teaching and to the public network of education. The data generated allowed to identify that, under the bias of the literacy project, it is possible to have a Portuguese language teaching that considers the real situations for what is read and for what is written; a collaborative work; the agentive potential of employees; the integration between the axes of language teaching; and the articulation between curricular components. Through this context, we recognize the discursive genres as instruments of social action in front of the demands arising from the literacy project, whose practices of reading and writing are socially situated between the school and the wider society, allowing the critical production of students in the world and the world. To do so, we identified the importance of the teaching of discursive genres if we rely on the affiliation with the literacy project, through its problem situation and its outlined goals; in the activation of students' world knowledge and in the resumption of learning built up during the literacy project; in the identification of the context in which the genres are used and of their recurrent characteristics; in the linking of knowledge interconnected by the different curricular components; and the possibility of students to experience social practices of reading and writing beyond those familiar to them. Finally, the realization of this research allowed results to be generated for the public school system, considering its infrastructural and material context and the objective of forming critical students about its reality, being the language an object of reflection and socio-educational transformation.

MEMBROS DA BANCA:
Externo ao Programa - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS TINOCO
Externo à Instituição - HUBEÔNIA MORAIS DE ALENCAR - UERN
Externo à Instituição - ILANE FERREIRA CAVALCANTE - IFRN
Externo ao Programa - 1170781 - MARGARIDA MARIA DIAS DE OLIVEIRA
Externo ao Programa - 1149420 - MARIA DA PENHA CASADO ALVES
Interno - 6347260 - MARIA ESTELA COSTA HOLANDA CAMPELO
Presidente - 2507717 - TATYANA MABEL NOBRE BARBOSA
Externo à Instituição - TELMA FERRAZ LEAL - UFPE