Ensino de língua portuguesa e formação para o exercício da cidadania: uma proposta de ação pedagógica
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2019-10-09
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Universidade Federal de Goiás
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This dissertation aims to reflect on the relationship between Portuguese language teaching in Basic Education and the students’ formation for the exercise of citizenship, one of the purposes of Brazilian education, as stated in the Law of Guidelines and Bases of Education number 9.394 / 1996. In addition to this research objective, this work aims to build, apply and analyze a proposal for pedagogical action, structured according to the didactic sequence genre, with the purpose of contributing to the development of authorship of a third grade students from a Goiânia City state education network high school. These action goals and that research objective together made up this action research, which was thus organized due to the very nature of the focused objects, the teaching of Portuguese language, the exercise of citizenship and the development of authorship. The relationship established between these object-concepts was built from theoretical considerations especially of Carvalho (2013), about citizenship in Brazil, and of Bakhtin (1993, 2011, 2014, 2016), about responsible act, genres of discourse and authorship. By proposing the interpretation of the exercise of citizenship as a responsible act, therefore liable to be more authorially architected, by developing skills related to communicative activities, such as reading, production and text analysis skills, this action research was conducted in a way that culminated in reflections that contribute not only to the development of authorship of the students in research, but also to reflections that contribute to the following discussion: why do we, the Portuguese-language teachers of Basic Education, teach what we teach? With these reflections, a website was created to enhance access to students' textual productions and the didactic sequence constructed, applied and analyzed. This same site also assumed the purpose of facilitating the interaction between teachers of Basic Education involved with the objectives outlined here, in order to configure itself as the educational product of this research. Finally, as stated by Carvalho (2017), a subject or a people cannot fully and actively exercise their citizenship from one grade to another. In this same sense, a subject or a people does not develop the capacity to produce texts of different genres of discourse in an architecturally authorial way from one moment to the next. Thus, discussions on these themes are justified by their complex and dynamic nature, which directly interfere with the Brazilian people’s daily social practices.
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MELO, A. M. C. Ensino de língua portuguesa e formação para o exercício da cidadania: uma proposta de ação pedagógica. 2019. 284 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.