Banca de QUALIFICAÇÃO: ROSA MARIA TEIXEIRA TAVARES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSA MARIA TEIXEIRA TAVARES
DATE: 18/09/2023
TIME: 09:00
LOCAL: Webconferencia - Google meet
TITLE:

THE TEACHING AND LEARNING OF THE PORTUGUESE LANGUAGE THROUGH THE INTEGRATION BETWEEN ORALITY, READING, WRITING AND REFLECTION LINGUISTICS: A PROPOSAL FOR EXPANDING CAPACITY LINGUISTIC-DISCURSIVE STUDENTS IN THE 7TH YEAR OF TEACHING FUNDAMENTAL.

KEY WORDS:

Portuguese language teaching; Discursive genres; Integrated didactic activities; Dialogism; Responsiveness.

PAGES: 204
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

Rethinking the teaching of the Portuguese language is not only necessary, it is, above all, unforgivable. The picture that is perpetuated is alarming and urgently needs to be rethought. Although there are several reflections in this direction, it is observed that practices that do not consider the socio-historical character of the language, nor the subject as a socially constituted being, still predominate in school spaces. It is because I have this perception, and mainly, because I want a transformation in teaching, that I propose to reflect on the teaching of the Portuguese language, in line with scholars who are willing to (re)think new ways of teaching. In this sense, the main objective of this work is to contribute to reflections on the teaching of the Portuguese language, through the following investigation: how does a didactic action developed through oral and/or written discursive genres contribute to the expansion of linguistic abilities - discursive of the subjects, as well as, with the increase of their responsiveness and criticality. The research was carried out through “Integrated Didactic Actions (ADIs)”, conceived by Moura (2017), which are realized through the intertwining of activities of reading, writing, orality and linguistic reflection, in an interactionist/dialogical perspective of language, of cyclically, without overlapping one over the other. It was developed with elementary school students, in real discursive and interactionist situations. The methodology used was the participant of Tozoni-Reis (2010), in a qualitative approach, which allows the action/reflection of the subjects involved, greater involvement among the participants, and, above all, the possibility of interpreting and analyzing the data more reflective. The reflections took place according to the theoretical bases of Bakhtin (1997, 2006, 2010, 2016), Fiorin (2022), which consider dialogism and language interactionism, through discursive genres in real situations of uses, in addition to the character dialogic of utterances. I also support authors such as Moura (2017, 2018, 2019) who understand language as an ideological and sociohistorical artifact, making it impossible to detach it from ideological contexts. In addition, I consider the approaches of researchers such as Marcuschi, (2008), Kleiman (2002,2007), Rojo (2009,2015), Antunes (2003,2009,2017), Koch and Elias (2013), Street (2014), among others who conceive language in this socio-historical dialogism, aiming at a literacy that is, in fact, social. Thus, based on data analysis, the importance of ADIs for the gradual expansion of speakers' linguistic-discursive skills became evident, as well as for the development of their critical and responsive autonomy, in the most diverse social environments. This was verified, since the students participated in the activities of reading, writing, orality and linguistically reflected on all of them, through interconnected actions in real contexts of interaction, as language is conceived in its most diverse aspects, in this research .

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