Reading to writing: from textual comprehension to social (inter)action
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44755 |
Resumo: | In this research, we aim to analyze how inference can contribute to the written production required in the task, as a sociocognitive and sociointeractional skill activated in the reading of the motivating text of task 3 of the Celpe-BrasExam (2022). In the theoretical scope, we conceive, in light of Text Linguistics, that reading and writing encompass grapho-phonemic, semantic-cognitive, and pragmatic-discursive domains; and we envision inference between thedimensions of comprehension and (inter)action. In the methodological scope, we chose the text as an ideologically affected research object, under the guidance of a qualitative and critical approach; and we established the followinginclusion criteria for task selection: the most recent exam; a written motivating text; and a predominance of implicit information in the motivating text. In the analytical scope, we observed that the statement framed the examinees in apossible sociocultural scenario; and that the text (headline, image and body of the text) allowed for associating the inclusion of indigenous dolls in the catalog with representation, identification, cultural appreciation, deconstruction of stereotypes, historical reparations, affection, courage, art, history, prejudice combat, positive company image, originality, and exclusivity. We conclude that reading and writing, under a sociointeractional and sociocognitive approach, integrate due to the constant exchange between the social roles of the interactants andthe meanings built in the sharing of linguistic, encyclopedic, and interactional knowledge in socio/intercultural co(n)textually situated practices. Finally, weemphasize that Brazilian Portuguese as an Additional Language classes should increasingly focus on pedagogical practices that center on language use, thus envisioning reading and writing in an integrated way. |
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Reading to writing: from textual comprehension to social (inter)actionLeer a escribir: de la comprensión textual a la (inter)acción socialLer para escrever: da compreensão textual à (inter)ação socialLeituraEscritaInferênciaExame Celpe-BrasIn this research, we aim to analyze how inference can contribute to the written production required in the task, as a sociocognitive and sociointeractional skill activated in the reading of the motivating text of task 3 of the Celpe-BrasExam (2022). In the theoretical scope, we conceive, in light of Text Linguistics, that reading and writing encompass grapho-phonemic, semantic-cognitive, and pragmatic-discursive domains; and we envision inference between thedimensions of comprehension and (inter)action. In the methodological scope, we chose the text as an ideologically affected research object, under the guidance of a qualitative and critical approach; and we established the followinginclusion criteria for task selection: the most recent exam; a written motivating text; and a predominance of implicit information in the motivating text. In the analytical scope, we observed that the statement framed the examinees in apossible sociocultural scenario; and that the text (headline, image and body of the text) allowed for associating the inclusion of indigenous dolls in the catalog with representation, identification, cultural appreciation, deconstruction of stereotypes, historical reparations, affection, courage, art, history, prejudice combat, positive company image, originality, and exclusivity. We conclude that reading and writing, under a sociointeractional and sociocognitive approach, integrate due to the constant exchange between the social roles of the interactants andthe meanings built in the sharing of linguistic, encyclopedic, and interactional knowledge in socio/intercultural co(n)textually situated practices. Finally, weemphasize that Brazilian Portuguese as an Additional Language classes should increasingly focus on pedagogical practices that center on language use, thus envisioning reading and writing in an integrated way.En esta investigación, nuestro objetivo es analizar cómo la inferencia, como habilidad sociocognitiva y sociointeraccional activada en la lectura del texto motivador de la tarea 3 del Examen Celpe-Bras (2022), puede contribuir a la producción escrita requerida en la tarea. En el ámbito teórico, concebimos, a la luz de la Lingüística del Texto, que la lectura y la escritura abarcan dominios grafofonémicos, semántico-cognitivos y pragmático-discursivos; y visualizamos la inferencia entre las dimensiones de comprensión e (inter)acción. En el ámbito metodológico, elegimos el texto como objeto de investigación ideológicamente afectado, bajo la orientación de un enfoque cualitativo y crítico; y establecimos los siguientes criterios de inclusión para la elección de la tarea: examen más reciente; texto motivador escrito; y predominio de información implícita en el texto motivador. En el ámbito analítico, observamos que el enunciado enmarcó a los/as examinados/as en un escenario sociocultural posible; y que el texto (titular, imagen y cuerpo del texto) permitió asociar la inclusión de muñecas indígenas en el catálogo con representatividad, identificación, valoración cultural, deconstrucción de estereotipos, reparación histórica, afecto, valentía, arte, historia, combate al prejuicio, imagen positiva de la empresa, originalidad y exclusividad. Concluimos que la lectura y la escritura, bajo un enfoque sociointeraccional y sociocognitivo, se integran debido al intercambio constante entre los roles sociales de los/as interactuantes y los significados construidos en el compartir de conocimientoslingüísticos, enciclopédicos e interaccionales, en prácticassocio/interculturales co(n)textualmente situadas. Por último, destacamos que las clases de Portugués Brasileño como Lengua Adicional deben contemplar, cada vez más, prácticas pedagógicas que se centren en la lengua(je) en uso, enfocando así la lectura y la escritura de manera integrada.Nesta pesquisa, almejamos analisar de que modo a inferência, como habilidade sociocognitiva e sociointeracional acionada na leitura do texto motivador da tarefa 3 do Exame Celpe-Bras (2022), pode colaborar com a produção escrita exigida na tarefa. No âmbito teórico, concebemos, à luz da Linguística de Texto, que leitura e escrita abarcam domínios grafo-fonêmicos, semântico-cognitivos e pragmático-discursivos; e perspectivamos a inferência entre as dimensões do compreender e do (inter)agir. No âmbito metodológico, elegemos o texto como objeto de pesquisa ideologicamente afetado, sob a orientação de uma abordagem qualitativa e crítica; e instituímos os seguintes critérios de inclusão para a escolha da tarefa: exame mais recente; texto motivador escrito; e predomínio de informações implícitas no texto motivador. No âmbito analítico, constatamos que o enunciado enquadrou os/as examinandos/as em um cenário sociocultural possível; e que o texto (manchete, imagem e corpo do texto) possibilitou associar a inclusão de bonecas indígenas no catálogo a representatividade, valorização cultural, desconstrução de estereótipos etc. Salientamos, por fim, que as aulas de Português Brasileiro como Língua Adicional devem contemplar, cada vez mais, práticas pedagógicas que focalizem a língua(gem) em uso, perspectivando, portanto, leitura e escrita de modo integrado.Editora da PUCRS - ediPUCRS2023-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/4475510.15448/1984-7726.2023.1.44755Letras de Hoje; Vol. 58 No. 1 (2023): Single Volume ; e44755Letras de Hoje; Vol. 58 Núm. 1 (2023): Volumen Único; e44755Letras de Hoje; v. 58 n. 1 (2023): Volume Único; e447551984-77260101-333510.15448/1984-7726.2023.1reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44755/28387Copyright (c) 2023 Letras de Hojehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlbuquerque, RodrigoDantas, Isabella2024-02-19T20:13:41Zoai:ojs.revistaseletronicas.pucrs.br:article/44755Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2024-02-19T20:13:41Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Reading to writing: from textual comprehension to social (inter)action Leer a escribir: de la comprensión textual a la (inter)acción social Ler para escrever: da compreensão textual à (inter)ação social |
title |
Reading to writing: from textual comprehension to social (inter)action |
spellingShingle |
Reading to writing: from textual comprehension to social (inter)action Albuquerque, Rodrigo Leitura Escrita Inferência Exame Celpe-Bras |
title_short |
Reading to writing: from textual comprehension to social (inter)action |
title_full |
Reading to writing: from textual comprehension to social (inter)action |
title_fullStr |
Reading to writing: from textual comprehension to social (inter)action |
title_full_unstemmed |
Reading to writing: from textual comprehension to social (inter)action |
title_sort |
Reading to writing: from textual comprehension to social (inter)action |
author |
Albuquerque, Rodrigo |
author_facet |
Albuquerque, Rodrigo Dantas, Isabella |
author_role |
author |
author2 |
Dantas, Isabella |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Albuquerque, Rodrigo Dantas, Isabella |
dc.subject.por.fl_str_mv |
Leitura Escrita Inferência Exame Celpe-Bras |
topic |
Leitura Escrita Inferência Exame Celpe-Bras |
description |
In this research, we aim to analyze how inference can contribute to the written production required in the task, as a sociocognitive and sociointeractional skill activated in the reading of the motivating text of task 3 of the Celpe-BrasExam (2022). In the theoretical scope, we conceive, in light of Text Linguistics, that reading and writing encompass grapho-phonemic, semantic-cognitive, and pragmatic-discursive domains; and we envision inference between thedimensions of comprehension and (inter)action. In the methodological scope, we chose the text as an ideologically affected research object, under the guidance of a qualitative and critical approach; and we established the followinginclusion criteria for task selection: the most recent exam; a written motivating text; and a predominance of implicit information in the motivating text. In the analytical scope, we observed that the statement framed the examinees in apossible sociocultural scenario; and that the text (headline, image and body of the text) allowed for associating the inclusion of indigenous dolls in the catalog with representation, identification, cultural appreciation, deconstruction of stereotypes, historical reparations, affection, courage, art, history, prejudice combat, positive company image, originality, and exclusivity. We conclude that reading and writing, under a sociointeractional and sociocognitive approach, integrate due to the constant exchange between the social roles of the interactants andthe meanings built in the sharing of linguistic, encyclopedic, and interactional knowledge in socio/intercultural co(n)textually situated practices. Finally, weemphasize that Brazilian Portuguese as an Additional Language classes should increasingly focus on pedagogical practices that center on language use, thus envisioning reading and writing in an integrated way. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44755 10.15448/1984-7726.2023.1.44755 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44755 |
identifier_str_mv |
10.15448/1984-7726.2023.1.44755 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44755/28387 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Letras de Hoje http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Letras de Hoje http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letras de Hoje; Vol. 58 No. 1 (2023): Single Volume ; e44755 Letras de Hoje; Vol. 58 Núm. 1 (2023): Volumen Único; e44755 Letras de Hoje; v. 58 n. 1 (2023): Volume Único; e44755 1984-7726 0101-3335 10.15448/1984-7726.2023.1 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
_version_ |
1799128772619796480 |