Escrita e práticas interlocutivas na sala de aula: aspectos discursivos na produção de artigo de opinião e de relato de memória
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2018-09-19
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Universidade Federal de Goiás
Resumo
According to Geraldi and Citelli (2011), the practices of text analysis in classroom have
improved the work with text into a kind of cleaning operation, 'hygiene', in which the main
objective is to take out mistakes in the textual surface. Contrary to this view, we defend the
idea of writing texts in schools because it is an essential activity to promote the students'
contact with the world of writing. Therefore, it is relevant to develop in the researched school
teaching practices focused on work with discursive genres. For it, we promote the development
of language acts, whose vision refers to writing as a social and interactional activity. We
consider as main objective, the development of a teaching proposal of textual production, to
identify the linguistic and discursive resources that sustains the writing practice. To produce
it, we read several theorists, especially Bakhtin's ([1959] 2011) about the ideological nature
of linguistic signs, discourse genres and notions of text, and Antunes's (2010) analysis
categories, as a focus on global aspects, vocabulary adequacy and its construction. The study
has used researches of Antunes (2003, 2009) and Geraldi (2006), around the work with text
in classroom and reflections about language conception in teaching practice. We have used
Koch (2012) regarding the construction of the argumentation. In addition, about the teaching
practices of gender and text, we used the Parâmetros Curriculares Nacionais. In relation to
the ideological and social character of language we used the studies of Bakhtin / Volochinov
([1929] 2006). The methodology used, we chose the qualitative research-action, and the locus
was a full time high school. We verified the amplification of the level of informativeness can
corroborates to increase the students' discursive competence. The research observed the
aspects of vocabulary adequacy are linguistic factors linked in the level of theme progression
and the reference marks, showing that, pedagogically, the interactive practices are important
aspects to extend the linguistic and discursive students’ competence and the teacher
mediation places students in written production.
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SOUZA, Renata Herwig de Moraes. Escrita e práticas interlocutivas na sala de aula: aspectos discursivos na produção de artigo de opinião e de relato de memória. 2018. 319 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.