Banca de DEFESA: ROSA MARIA TEIXEIRA TAVARES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSA MARIA TEIXEIRA TAVARES
DATE: 16/02/2024
TIME: 09:00
LOCAL: Webconferencia - Google meet
TITLE:

INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR TEACHING USING DISCURSIVE GENRES TO EXPAND THE LINGUISTIC-DISCURSIVE CAPACITY OF 7TH YEAR STUDENTS ELEMENTARY SCHOOL.

KEY WORDS:

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

PAGES: 226
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

Rethinking Portuguese language teaching is not only necessary, it is, above all, unthinkable. The situation is alarming and needs to be urgently rethought. Although there have been several reflections along these lines, it can be seen that practices that do not take into account the socio-historical nature of language, or the subject as a socially constituted being, still predominate in schools. It is because I have this perception, and especially because I want to transform teaching, that I set out to reflect on Portuguese language teaching, 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 obtain an answer(s) to the following question: in what way does a didactic action developed through oral and/or written discursive genres contribute to expanding subjects' linguistic-discursive capacities, as well as increasing their responsiveness and criticality? The research was carried out through "Integrated Didactic Actions (IDAs)", conceived by Moura (2017), which are realized through the interweaving of reading, writing, speaking and linguistic reflection activities, from an interactionist/dialogical perspective of language, in a cyclical way, without one overlapping the other. It was developed with elementary school students in real discursive and interactionist situations. The methodology used was Tozoni-Reis' (2010) participant, qualitative approach, which allows for action/reflection by the subjects involved, greater involvement between the participants and, above all, the possibility of interpreting and analyzing the data in a more reflective way. The reflections took place according to the theoretical bases of Bakhtin (1997,2006,2010,2016), Fiorin (2022), who consider dialogism and interactionism in language, through discursive genres in real situations of use, in addition to the dialogical character of the enunciations. I am also anchored in authors such as Moura (2017,2018,2019), who understands language as an ideological and socio-historical artifact that cannot be detached 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 for a literacy that is, in fact, social. Thus, based on the analysis of the data, the importance of ADIs for the gradual expansion of speakers' linguistic-discursive skills, as well as for the development of their critical and responsive autonomy, in the most diverse social environments, became evident. This was confirmed by the fact that the students took part in reading, writing and speaking activities and reflected linguistically on all of them, through interconnected actions in real contexts of interaction, just as language is conceived in its most diverse aspects in this research.

COMMITTEE MEMBERS:
Presidente - 1190492 - HELIUD LUIS MAIA MOURA
Interno - 1789719 - ANDREI SANTOS DE MORAIS
Externo à Instituição - JUSCELINO FRANCISCO DO NASCIMENTO - UFPI