Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório do Centro Universitário Braz Cubas |
Texto Completo: | https://repositorio.cruzeirodosul.edu.br/handle/123456789/758 |
Resumo: | The teaching of the Portuguese Language, for a long time, treated language as if it had, predominantly, the function of communicating or expressing thought. The aim was in the product; it was not given importance to the process. The studies and reflections of Mikhail M. Bakhtin (1992) brought new light to the problem because, for him, language should not be seen as a system; language is a social, historical and ideological phenomenon. The enunciation is the product of interaction between two people. Language is the place of interaction between author and reader, speaker and listener in a social communicative activity. The Russian philosopher defends the idea that language is dialogic, that means, there's always the presence of the other. Taking into consideration all these reflections, our objective is to conduct a literature review of documents related to the educational sphere, especially the National Curricular Parameters (PCN, 1997) about Portuguese Language in the second cycle of teaching and the Curriculum Proposal of São Paulo state, launched in 2008. The reflections and findings of Mikhail Bakhtin are used to support the studies about social discursive interaction, that is the base of our work. The studies of Bakhtin (1981) and Bronckart (2006) will be taken as theoretical support . Regarding the text concepts that the authors mentioned above, we could verify that the texts appear in society belonging to textual genres that relate the person who enunciates with specific social activities. The proposal to study the language considered as a social activity, a place of interaction between people in a given communication context, implies an understanding of enunciation as central part of all language system. What is interesting related to the social interaction theory is the ideological game of interaction, in which discourses and texts are built in the exchange of world views of each other. The methodology consisted of a qualitative analysis of the educational proposals of Portuguese Language PCNs in the second cycle of basic education and the Portuguese Language Curriculum Proposal of São Paulo state. With this research, we verify the contributions brought by these educational proposals for the teaching of Portuguese language and we discuss, based on its statements, the effects of the principles related to interaction in the development of reading and writing skills of high school students. |
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Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São PauloSociodiscursive interactionism: an analysis of PCNs and the Portuguese language curriculum proposal in the state of São PauloInteracionismo sociodiscursivoPropostas educacionaisEnsinoLíngua PortuguesaCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThe teaching of the Portuguese Language, for a long time, treated language as if it had, predominantly, the function of communicating or expressing thought. The aim was in the product; it was not given importance to the process. The studies and reflections of Mikhail M. Bakhtin (1992) brought new light to the problem because, for him, language should not be seen as a system; language is a social, historical and ideological phenomenon. The enunciation is the product of interaction between two people. Language is the place of interaction between author and reader, speaker and listener in a social communicative activity. The Russian philosopher defends the idea that language is dialogic, that means, there's always the presence of the other. Taking into consideration all these reflections, our objective is to conduct a literature review of documents related to the educational sphere, especially the National Curricular Parameters (PCN, 1997) about Portuguese Language in the second cycle of teaching and the Curriculum Proposal of São Paulo state, launched in 2008. The reflections and findings of Mikhail Bakhtin are used to support the studies about social discursive interaction, that is the base of our work. The studies of Bakhtin (1981) and Bronckart (2006) will be taken as theoretical support . Regarding the text concepts that the authors mentioned above, we could verify that the texts appear in society belonging to textual genres that relate the person who enunciates with specific social activities. The proposal to study the language considered as a social activity, a place of interaction between people in a given communication context, implies an understanding of enunciation as central part of all language system. What is interesting related to the social interaction theory is the ideological game of interaction, in which discourses and texts are built in the exchange of world views of each other. The methodology consisted of a qualitative analysis of the educational proposals of Portuguese Language PCNs in the second cycle of basic education and the Portuguese Language Curriculum Proposal of São Paulo state. With this research, we verify the contributions brought by these educational proposals for the teaching of Portuguese language and we discuss, based on its statements, the effects of the principles related to interaction in the development of reading and writing skills of high school students.O ensino de Língua Portuguesa, por muito tempo, tratou a linguagem predominantemente na função de comunicar ou de expressar o pensamento. Visava-se ao produto e não se enxergava o processo. Os estudos e reflexões de Mikhail M. Bakhtin (1992) trouxeram nova luz ao problema, pois que para ele a linguagem não deve ser vista apenas como sistema; a linguagem é um fenômeno histórico, social e ideológico. A enunciação é o produto da interação entre duas pessoas. A linguagem é o lugar de interação entre autor e leitor, locutor e ouvinte numa atividade sociocomunicativa. O pensador russo defende a ideia de que a linguagem é dialógica, ou seja, há sempre a presença do outro. Sendo assim, nosso objetivo é realizar uma revisão bibliográfica dos documentos pertencentes à esfera educacional, especialmente os Parâmetros Curriculares Nacionais (PCNs,1997) de Língua Portuguesa do segundo ciclo do ensino fundamental e a proposta curricular de Língua Portuguesa do estado de São Paulo lançada em 2008. As reflexões e descobertas bakhtinianas servem de sustentação aos estudos do Interacionismo sociodiscursivo, no qual nos basearemos para realizar este trabalho. Tomaremos como suporte teórico os estudos de Bakhtin (1981) e Bronckart (2006). Com base nas concepções de texto dos autores mencionados anteriormente, verificamos que os textos surgem na sociedade pertencendo a gêneros textuais que relacionam os enunciadores com atividades sociais específicas. A proposta de estudar a língua considerada como uma atividade social, um lugar de interação entre pessoas, num determinado contexto de comunicação, implica a compreensão da enunciação como o eixo central de todo o sistema linguístico. O que interessa na visão sociointeracionista é o jogo dialógico da interação, com os discursos ou textos se construindo na troca de visões de mundo de uns e outros. A metodologia consistiu numa análise qualitativa das propostas pedagógicas dos PCNs de Língua Portuguesa do segundo ciclo do ensino fundamental e da proposta curricular de Língua Portuguesa do estado de São Paulo. Com esta pesquisa, buscamos verificar as contribuições trazidas por essas propostas educacionais para o ensino de Língua Portuguesa e discutir, com base nelas, os efeitos dos princípios interacionistas na ampliação das habilidades de leitura e escrita dos alunos do ensino fundamental.Universidade de FrancaBrasilPós-GraduaçãoPrograma de Mestrado em LinguísticaUNIFRANPernambuco, Juscelino1656882776659459http://lattes.cnpq.br/1656882776659459Figueiredo, Maria Flávia0501927833510978http://lattes.cnpq.br/0501927833510978Salviato-Silva, Ana Cristina8338514577127863http://lattes.cnpq.br/8338514577127863Cardoso, Rosana2020-06-08T19:31:30Z2020-06-08T19:31:30Z2012-03-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfCARDOSO, Rosana. Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de língua portuguesa do Estado de São Paulo. Franca, 2012. 74 f. Dissertação (Mestrado em Linguística) - Universidade de Franca. 2012.https://repositorio.cruzeirodosul.edu.br/handle/123456789/758porinfo:eu-repo/semantics/openAccessreponame:Repositório do Centro Universitário Braz Cubasinstname:Centro Universitário Braz Cubas (CUB)instacron:CUB2020-06-08T19:32:23Zoai:repositorio.cruzeirodosul.edu.br:123456789/758Repositório InstitucionalPUBhttps://repositorio.brazcubas.edu.br/oai/requestbibli@brazcubas.edu.bropendoar:2020-06-08T19:32:23Repositório do Centro Universitário Braz Cubas - Centro Universitário Braz Cubas (CUB)false |
dc.title.none.fl_str_mv |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo Sociodiscursive interactionism: an analysis of PCNs and the Portuguese language curriculum proposal in the state of São Paulo |
title |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
spellingShingle |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo Cardoso, Rosana Interacionismo sociodiscursivo Propostas educacionais Ensino Língua Portuguesa CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
title_full |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
title_fullStr |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
title_full_unstemmed |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
title_sort |
Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de Língua Portuguesa do estado de São Paulo |
author |
Cardoso, Rosana |
author_facet |
Cardoso, Rosana |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pernambuco, Juscelino 1656882776659459 http://lattes.cnpq.br/1656882776659459 Figueiredo, Maria Flávia 0501927833510978 http://lattes.cnpq.br/0501927833510978 Salviato-Silva, Ana Cristina 8338514577127863 http://lattes.cnpq.br/8338514577127863 |
dc.contributor.author.fl_str_mv |
Cardoso, Rosana |
dc.subject.por.fl_str_mv |
Interacionismo sociodiscursivo Propostas educacionais Ensino Língua Portuguesa CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Interacionismo sociodiscursivo Propostas educacionais Ensino Língua Portuguesa CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The teaching of the Portuguese Language, for a long time, treated language as if it had, predominantly, the function of communicating or expressing thought. The aim was in the product; it was not given importance to the process. The studies and reflections of Mikhail M. Bakhtin (1992) brought new light to the problem because, for him, language should not be seen as a system; language is a social, historical and ideological phenomenon. The enunciation is the product of interaction between two people. Language is the place of interaction between author and reader, speaker and listener in a social communicative activity. The Russian philosopher defends the idea that language is dialogic, that means, there's always the presence of the other. Taking into consideration all these reflections, our objective is to conduct a literature review of documents related to the educational sphere, especially the National Curricular Parameters (PCN, 1997) about Portuguese Language in the second cycle of teaching and the Curriculum Proposal of São Paulo state, launched in 2008. The reflections and findings of Mikhail Bakhtin are used to support the studies about social discursive interaction, that is the base of our work. The studies of Bakhtin (1981) and Bronckart (2006) will be taken as theoretical support . Regarding the text concepts that the authors mentioned above, we could verify that the texts appear in society belonging to textual genres that relate the person who enunciates with specific social activities. The proposal to study the language considered as a social activity, a place of interaction between people in a given communication context, implies an understanding of enunciation as central part of all language system. What is interesting related to the social interaction theory is the ideological game of interaction, in which discourses and texts are built in the exchange of world views of each other. The methodology consisted of a qualitative analysis of the educational proposals of Portuguese Language PCNs in the second cycle of basic education and the Portuguese Language Curriculum Proposal of São Paulo state. With this research, we verify the contributions brought by these educational proposals for the teaching of Portuguese language and we discuss, based on its statements, the effects of the principles related to interaction in the development of reading and writing skills of high school students. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-16 2020-06-08T19:31:30Z 2020-06-08T19:31:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CARDOSO, Rosana. Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de língua portuguesa do Estado de São Paulo. Franca, 2012. 74 f. Dissertação (Mestrado em Linguística) - Universidade de Franca. 2012. https://repositorio.cruzeirodosul.edu.br/handle/123456789/758 |
identifier_str_mv |
CARDOSO, Rosana. Interacionismo sociodiscursivo: uma análise dos PCNs e da proposta curricular de língua portuguesa do Estado de São Paulo. Franca, 2012. 74 f. Dissertação (Mestrado em Linguística) - Universidade de Franca. 2012. |
url |
https://repositorio.cruzeirodosul.edu.br/handle/123456789/758 |
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dc.publisher.none.fl_str_mv |
Universidade de Franca Brasil Pós-Graduação Programa de Mestrado em Linguística UNIFRAN |
publisher.none.fl_str_mv |
Universidade de Franca Brasil Pós-Graduação Programa de Mestrado em Linguística UNIFRAN |
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reponame:Repositório do Centro Universitário Braz Cubas instname:Centro Universitário Braz Cubas (CUB) instacron:CUB |
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Repositório do Centro Universitário Braz Cubas - Centro Universitário Braz Cubas (CUB) |
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bibli@brazcubas.edu.br |
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