A mediação do professor no processo de refacção textual: escrita e reescrita
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Data
2015-04-24
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Universidade Federal de Goiás
Resumo
The writing of texts, in many school contexts, is still an activity that daunts our students.
However, we must try to know and use our language in a better way in all demanded social
practices. For this reason, we decided to investigate the Teacher's mediation in the process of
textual production and rewriting. So, our research has as its object the mediations and
interventions made by a Brazilian Portuguese language Teacher in the process of production
and rewriting of texts done by her students. In that sense, our main objective is to find out if
these mediations have any positive contribution to such process. We defend a socially situated
literacy practice and we emphasize that the development of the textual conscience and also
the writing domain facilitate the construction of more participative people in a textualized
society where they live. We also support writing as a process and not as an isolated act, and,
like every progress, it has influence on the individual's upbringing. In regard to the theorical
basis, we based this study in many authors, mainly in Mikhail Bakhtin and his concepts
related with dialogism, enunciation, speech, intertextuality and responsivity. About the
methodology, we chose field research, with a qualitative character, in which we did a case
study. We chose a basic education public school. Then we introduced our project and after the
consent, we deepened in the research world through interviews, field note and also analysing
the mediations made by the Teacher in each textual production offered. Our research was
performed during the first semester of 2014 and it involved mediations made in three different
moments.
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MATEUS, P. O. S. A mediação do professor no processo de refacção textual: escrita e reescrita. 2015. 157 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.