Banca de QUALIFICAÇÃO: ADALZINDA PINTO ARAÚJO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ADALZINDA PINTO ARAÚJO
DATA : 14/08/2019
HORA: 08:00
LOCAL: HA1
TÍTULO:

INTEGRATED TEACHING ACTIVITIES (ADIs) WITH SCIENTIFIC DISCLOSURE ARTICLES: A PROPOSAL FOR TEACHING IN THE DIALOGICAL CONCEPTION OF FUNDAMENTAL EDUCATION II


PALAVRAS-CHAVES:

Keywords: Portuguese language teaching; Integrated Teaching Activities; genre; language; dialogism.


PÁGINAS: 117
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:
This research arose out of my concern as a researcher-teacher in the teaching environment, referring to the difficulties presented by elementary school students II (6th grade) in expressing themselves in a sound way, through public written and / or oral discursive genres. I took as object of study, the teaching proposal Integrated Teaching Activities (ADIs) elaborated by Moura (2017), which aims to enable the development of the student's language-discursive capacity. In the paper presented here, I reflexively analyze the result of this research, in order to contribute to the strengthening of Portuguese language teaching and the significant learning of students. The theoretical approach is based on the postulates of Mikhail Bakhtin (2011, 2016, 2017); Volochinov (2017); Vygotsky (2008, 2018); Brait (2018); Faraco (2009); Rego (2012); Kleiman (1999, 1995, 2008) Marcuschi (1997, 2007, 2008), Antunes (2016) Koch and Elias (2017), Moura (2016, 2017, 2018). In the first chapter, I discuss the comprehension of language, discursive genre and dialogism between subject-student, subject-teacher and the object of knowledge that generates learning based on the postulate of the referred authors. In the second chapter, we have the theoretical reflection on the teaching proposal Integrated Teaching Activities as well as their characteristics and perspectives for teaching practice. The third chapter, I deal with the research methodology, the steps taken so that we could achieve the desired result. The fourth chapter describes step by step the activity of pedagogical intervention developed and the analysis of the results of the didactic action developed with the genres. Articles of scientific dissemination (hereafter ADC), through an intervention proposal, which was developed in the 6th grade classes. of a state school in the interior of the Amazon. In addition to the ADCs, other discursive genres were worked out such as motivational message, seminars, videos, comments (oral and written) and experience reports, as these genres are viable for discursive interaction in the classroom. The results show that by integrating language spaces (oral, written, reading and linguistic reflection) based on discursive genres, students: interact more with the topics discussed in the teaching environment; they are more receptive to Portuguese language teaching; they are more participative in the use of public oral genres and their writing has been more "expansive" (quantitatively and qualitatively); They are also more predisposed to research on the proposed themes, relating to the subjects studied in the other disciplines.

Keywords: Portuguese language teaching; Integrated Teaching Activities; genre; language; dialogism.

MEMBROS DA BANCA:
Interno - 1216516 - EDIVALDO DA SILVA BERNARDO
Interno - 1190492 - HELIUD LUIS MAIA MOURA
Externa ao Programa - 1476915 - MARIA ALDENIRA REIS SCALABRIN
Notícia cadastrada em: 01/08/2019 11:39
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