Banca de QUALIFICAÇÃO: ANA DIANE PEREIRA VINHOTE

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ANA DIANE PEREIRA VINHOTE
DATA : 14/08/2019
HORA: 09:30
LOCAL: HA1
TÍTULO:

Integrated Teaching Activities and teaching: a proposal for the expansion of students' discursive capacity in elementary school


PALAVRAS-CHAVES:

KEY WORDS: Integrated Teaching Activities; Teaching; Discursive genres; Dialogism; Portuguese language.


PÁGINAS: 75
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:
This work developed from the concern to keep still in school a teaching model that makes passive students who see no use in what is being taught. It aims to contribute to the studies and teaching of the Portuguese language, from the investigation of what concrete activities contribute to the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Didactic Activities (ADIs) to oral, reading, writing. and linguistic reflection proposed by Moura (2017) through actions developed with elementary school students, in an interactionist and dialogical perspective of language through the teaching of discursive genres. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2016) and Volóchinov (2017), Vygotsky (1998), Marcuschi (2008, 2010), Kleiman (2007, 2008, 2016), Moura (2017, 2018). , Antunes (2003) who study the teaching of language through discursive genres, taking into account its interactive role in social practices. The methodology developed in this project is participatory qualitative research in which it allows the role of researched teacher and researched teacher. The analysis occurs with the elaboration and development of the intervention project carried out with 9th grade students. For the analysis and description of the activities were used field diary, recordings and record in the students notebook. Based on preliminary data and results, the current research indicates that the proposal of the ADIs through discursive genres provides the protagonism of the student in the classroom, as he is encouraged to put himself as a subject of discourse, agreeing or disagreeing. orality and writing, and the teacher assumes the role of mediator, which collaborates in the formation of responsive subjects.


MEMBROS DA BANCA:
Interno - 1216516 - EDIVALDO DA SILVA BERNARDO
Presidente - 1190492 - HELIUD LUIS MAIA MOURA
Externa ao Programa - 1476915 - MARIA ALDENIRA REIS SCALABRIN
Notícia cadastrada em: 01/08/2019 14:43
SIGAA | Centro de Tecnologia da Informação e Comunicação - (00) 0000-0000 | Copyright © 2006-2024 - UFRN - srvapp1.ufopa.edu.br.srv1sigaa