A retextualização na construção de relações dialógicas no processo de ensino-aprendizagem de Língua Portuguesa
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2016-07-28
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Universidade Federal de Goiás
Resumo
This research investigates how retextualization operates in the construction of dialogical
relations in the teaching-learning process of the Portuguese language, aiming to analyze
the effects of interaction and retextualization as constituents of personal, social,
intellectual and cultural formation. In this project, we developed interaction activities linked
to the production process and the retextualization of texts, with the assistance of
collaborative correction activities, seeking constituents of improvement of skills and the
students’ abilities through retextualizing activities. The research method used was the
case study. The study was developed in third year of high school in a private school in the
city of Goiânia, in the second half of 2015. Therefore, we established our studies in the
sociocultural theory, which produces the concepts of Zone of Proximal Development –
ZPD – (VYGOTSKY, 2007a; 2007b) and scaffolding (WOOD, BRUNNER E ROSS, 1976).
We are also supported by the conception of writing genres (BAKHTIN, 2003, 2006) to
contribute with the retextualization process of genres (DELL'ISOLA, 2007; MARCUSCHI,
2007; MATÊNCIO, 2002, 2003), taking into account the collaborative activities among
students (FIGUEIREDO, 2006, 2015) as part of retextualizing process. The results
revealed that retextualization through interaction activities contributes to the expansion of
competencies and skills that students need to develop, according to the OCEM (2006).
The study made the students realize the construction process of the text itself linked to
the communicative situations of social spheres in which they participate, including the
social function of the studied genres and approaching their reality. Therefore, it made it
more satisfactory for the teaching and learning of the Portuguese language.
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SANTOS, M. C. G. A retextualização na construção de relações dialógicas no processo de ensino-aprendizagem de Língua Portuguesa. 2016. 133 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.