Ensino da língua portuguesa no ensino médio por meio da pedagogia de projetos: projeto minha autoria
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2015-03-16
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Universidade Federal de Goiás
Resumo
From the description and analysis of a project entitled Projeto Minha Autoria (My Authorship
Project), developed in a second year class of High School, at a public school in the West
region of Goiânia, we aim to describe and analyze in this dissertation the teaching proposition
Pedagogy of Projects, dialogism, banking education, problem-based education, language,
speaking / listening, reading, writing, linguistic analysis, speech genre, which were
highlighted in a dialogical approach, based on studies by Freire (1987), Bakthtin (2004), and
Vygotsky(2007), and its consequences on current researches in education and language,
particularly represented in studies by Hernandez (1998),, Micotti (1987), Alvarez (1996),
Jolibert (2009), and other Education authors, as well as in studies of Geraldi (1997), Brait
(2005), and other exponents of Brazilian language. The methodology used was collaborative
action-research, because we understand that this proposal is the best way to conduct a study in
which the participants work together, in trade conditions, in addition to enabling the
transformation of everyday school life through collaboration, through dialogue. The data used
as reference to the considerations were collected during the course of Projeto Minha Autoria,
which was conducted in the fourth quarter of 2013 and first quarter of 2014. The analysis
show that, at the outset, the students were more concerned with “correct” writing, spelling,
accents among others, than with aspects related to text production. We also noted that the
production of oral texts was almost nonexistent. After the stages of the project, however, we
found that the teaching and learning situations, based on dialogue, strengthened the arguments
and counter-arguments of the students, helping them design and build their thoughts and
linguistically structure their texts. Thus, we understand that making students authors of their
own learning processes have also made them co-responsible e aware of what they should
know by the end of the project. We understand that the tools and support materials selected by
the teacher mediate students' knowledge. At the end of the process, the students demonstrated
ownership of the characteristics of the genre tale, in their oral speeches and written
productions, which proves that the portuguese language education based on genre and
organized by projects favors its study in context, integrating oral communication, listening,
reading, writing and linguistic analysis, that is, the work with these language study fields is
not detached from each other, they occur simultaneously. We also note that reading and
rewriting in pairs, individual, collective, and groups, as well as reviewing, should be
encouraged in schools in order to prepare students to conclude Elementary School mastering
proficiently both reading and writing of texts and consequently becoming future readers and
writers.
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GUIMARAES, M. F. F. B. Ensino da língua portuguesa no ensino médio por meio da pedagogia de projetos: projeto minha autoria. 2015. 218 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.