Banca de QUALIFICAÇÃO: GLAIANY PINHEIRO MACIEL

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GLAIANY PINHEIRO MACIEL
DATE: 10/02/2022
TIME: 09:00
LOCAL: Webconferencia - Google meet
TITLE:

TEACHING ACTIVITIES INTEGRATED IN PORTUGUESE LANGUAGE TEACHING: DIALOGICAL RELATIONSHIPS IN THE JOURNALISTIC-MEDIATIC FIELD

KEY WORDS:

Language teaching, dialogism, speech genres, ADI’s.

PAGES: 70
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

This work, still in progress, aims to contribute to linguistic studies, aiming to complement teaching practice, starting from the investigation of activities that enable the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Didactic Activities (ADI's) created by Moura (2017) through the axes of orality, reading, writing and linguistic reflection. The general objective is to discuss themes through the genre of reporting in an interactionist and dialogical perspective of the language and in the teaching of discursive genres in the journalistic-media field, identifying methodological strategies through the means of ADI's, proposing activities that help in the reflection and mastery of the language, regarding to its use. ADI’s strategies refer to the process of developing the skills of the Portuguese language discipline, through an educational practice carried out in cycles. To achieve the research objectives, I developed an intervention proposal with language activities in use, considering the dialogism supported by the research and the assumptions of Bakhtin (1997, 2006, 2010). This proposal may be applied in classes of the 9th year of Elementary School, with the objectives of: (i) proposing activities that contribute to linguistic reflection through discourse genres; (ii) promoting reflection in the reading and writing process as a phenomenon inherent in the entire linguistic system; (iii) provide students with knowledge of the language in use and collaborate in the formation of responsive subjects; (iv) to contribute to the educational process actively and efficiently in dialogical relationships; (v) demonstrate the dynamic character of the language in its orality and its social function. To reference this work, we used as a basis authors such as Volóchinov (2017), Marcuschi (2008, 2010), kleiman (2007, 2008, 2016), Moura (2017, 2018), Antunes (2003) who study language teaching through discursive genres, taking into account her interactive role in social practices. The methodology is classified as qualitative participant, as it allows both the role of researcher professor and researched professor. For the analysis and description of activities and data collection in the application of this intervention project in the 9th grade of Elementary School, field diaries, recordings and records in the students' notebook will be used. In this way, the aim is to collaborate in the construction of knowledge and develop the skills involved, to contribute to the educational process in an active and efficient way in dialogical relationships, seeking to achieve a satisfactory quality standard and adding to the teaching already offered by the public network.

BANKING MEMBERS:
Presidente - 1190492 - HELIUD LUIS MAIA MOURA
Interna - 1190534 - ANA MARIA VIEIRA SILVA
Externo à Instituição - JUSCELINO FRANCISCO DO NASCIMENTO - UFPI