Banca de DEFESA: ADALZINDA PINTO ARAÚJO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ADALZINDA PINTO ARAÚJO
DATA : 09/12/2019
HORA: 10:00
LOCAL: AUDITÓRIO WILSON FONSECA - CAMPUS RONDON
TÍTULO: 
GENDERS AND INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR TEACHING IN THE DIALOGICAL CONCEPTION OF LANGUAGE FOR FUNDAMENTAL EDUCATION II

PALAVRAS-CHAVES:

Gender; Portuguese language teaching; Integrated Didactic Activities


PÁGINAS: 149
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:
This research arose from a concern of mine as a research teacher in the teaching environment – the difficulties presented by students to expressing themselves in a reasoned way, through the public written and/or oral discursive genres. In order to contribute to the strengthening of Portuguese language teaching and the significant learning of students, the object of this study is the proposal of teaching Integrated Didactic Activities (IDAs) elaborated by Moura (2017), which integrates the spaces of oral language, reading, writing and linguistic reflection contained in discursive genres. In the theorical aspect, I’ll find support on the contribution of Bakhtin's postulates (2011, 2016, 2017); Volóchinov (2017); Vygotsky (2008, 2018) for the understanding of language, discursive gender, utterance and dialogism as elements of interaction between subject-student, subject-teacher and the object of knowledge that generates learning. Following, I consider Moura's studies (2016, 2017, 2018); Brait's (2018); Faraco (2009); Rego (2012); Kleiman (1999,1995, 2008); Fiorin (2011); Marcuschi (1997, 2007, 2008) and Antunes (2016. The result of this research is compiled in this study: in the 1st chapter, I discuss the understanding of language, discursive gender and dialogism between subject-student, subject-teacher and the object of the knowledge. In the 2nd chapter, I present a reflection on the teaching proposal IDAs, its characteristics and perspectives for teaching practice. In the 3rd chapter, I present the research methodology. Supported by the studies of Thiollent (1986) the action-research guide the interventional practice in the 6th grade classes in the state school, in the interior of the Amazon. In the 4th chapter, I describe the pedagogical intervention activities, as well as the analysis and interpretation of the results. The analyzed data showed that by integrating the spaces of language on the themes that emerge from oral and written discursive genres, students begin to interact more in the discussions. The Linguistic reflection demonstrates, from the written production of the student, reflecting on the context of language in use. In the final considerations, I present the main situations detected in the researched environment and some propositions and inquiries.


MEMBROS DA BANCA:
Interno - 1190492 - HELIUD LUIS MAIA MOURA
Interno - 1776813 - LUIZ PERCIVAL LEME BRITTO
Externa à Instituição - ELIANE PEREIRA MACHADO SOARES - UNIFESSPA
Notícia cadastrada em: 11/11/2019 17:24
SIGAA | Centro de Tecnologia da Informação e Comunicação - (00) 0000-0000 | Copyright © 2006-2024 - UFRN - srvapp2.ufopa.edu.br.srv2sigaa