Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes?
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/14001 |
Resumo: | This research has as a wider objective to investigate the representations about the educational work built in an oral text produced jointly by two teachers of Portuguese Language after the accomplishment of a specific work activity. More specifically, we investigate if it similar or different representations appear in the each one of their turns and the linguistic-discoursive characteristics that contribute to distinguish differences and likeness among their didactic procedures. Because of that, we assume the theoretical-methodological presuppositions of the sociodiscoursive interactionism as larger reference source (Bronckart, 1997/99; 2004c; 2006), associated to the theoretical contributions of the Activity Ergonomy (Amigues, 2003, 2004a; Saujat, 2002, 2004a) and to the theoretical-methodological contributions from the Activity-Clinic (Faïta, 2004; Clot, 1999; 2004a), for a deeper study questions linked to the educational work. We will use for the complementation of the data analysis model suggested by Bronckart (1997/99; 2004c; 2006) and reformulated by Machado (Machado, 2008/in press) some procedures of Kerbrat- Orecchioni (1990; 1996) and Charaudeau (1992). The data were collected in a crossed self-confrontation, whose verbalizations had as a central topic the teaching of the written production of the reading diary, didactic procedure for us offered and applied by two Portuguese teachers in their reading classes. For the self-confrontation accomplishment, we filmed, with each one of them, the first introductory class and, after one semester, a diaries discussion class produced by the students. In the analyses, we tried to observe the organizational, enunciative and semantic characteristics, in search of indexes that revealed us how the teachers confronted themselves with likeness and contrasts from the observation of the accomplished activities. These analyses tried to reveal which acting interpretative figures the teachers built in the self-confrontation texts with bigger frequency in relation to the constituent elements of the educational work and of the human acting in general. The results show how each teacher sees the activity of each other and how each one reacts to this direct confrontation, in other words, the contrasts prove the peculiar style of each one in their performance in the classroom and, with that, work collective traces, for, when they look for a back-up in the representations built by the work collective, they use different discursive strategies to defend themselves of the criticisms occurred between themselves, when they are comparing each other. With relation to the likeness detected, they ones point to the educational gender common traces in the specific teaching activity emphasized or the real point of this activity |
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Machado, Anna Rachelhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771693A1Buzzo, Marina Gonçalves2016-04-28T18:23:51Z2008-09-042008-08-12Buzzo, Marina Gonçalves. Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes?. 2008. 207 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/14001This research has as a wider objective to investigate the representations about the educational work built in an oral text produced jointly by two teachers of Portuguese Language after the accomplishment of a specific work activity. More specifically, we investigate if it similar or different representations appear in the each one of their turns and the linguistic-discoursive characteristics that contribute to distinguish differences and likeness among their didactic procedures. Because of that, we assume the theoretical-methodological presuppositions of the sociodiscoursive interactionism as larger reference source (Bronckart, 1997/99; 2004c; 2006), associated to the theoretical contributions of the Activity Ergonomy (Amigues, 2003, 2004a; Saujat, 2002, 2004a) and to the theoretical-methodological contributions from the Activity-Clinic (Faïta, 2004; Clot, 1999; 2004a), for a deeper study questions linked to the educational work. We will use for the complementation of the data analysis model suggested by Bronckart (1997/99; 2004c; 2006) and reformulated by Machado (Machado, 2008/in press) some procedures of Kerbrat- Orecchioni (1990; 1996) and Charaudeau (1992). The data were collected in a crossed self-confrontation, whose verbalizations had as a central topic the teaching of the written production of the reading diary, didactic procedure for us offered and applied by two Portuguese teachers in their reading classes. For the self-confrontation accomplishment, we filmed, with each one of them, the first introductory class and, after one semester, a diaries discussion class produced by the students. In the analyses, we tried to observe the organizational, enunciative and semantic characteristics, in search of indexes that revealed us how the teachers confronted themselves with likeness and contrasts from the observation of the accomplished activities. These analyses tried to reveal which acting interpretative figures the teachers built in the self-confrontation texts with bigger frequency in relation to the constituent elements of the educational work and of the human acting in general. The results show how each teacher sees the activity of each other and how each one reacts to this direct confrontation, in other words, the contrasts prove the peculiar style of each one in their performance in the classroom and, with that, work collective traces, for, when they look for a back-up in the representations built by the work collective, they use different discursive strategies to defend themselves of the criticisms occurred between themselves, when they are comparing each other. With relation to the likeness detected, they ones point to the educational gender common traces in the specific teaching activity emphasized or the real point of this activityEsta pesquisa tem por objetivo mais amplo investigar as representações sobre o trabalho docente construídas em um texto oral produzido conjuntamente por duas professoras de língua portuguesa, após a realização de uma atividade específica de trabalho. Nela, investigamos se aparecem representações semelhantes ou diferentes nos turnos de cada uma delas e levantamos as características lingüístico-discursivas que contribuem para assinalar diferenças e semelhanças nos procedimentos didáticos. Por isso, evidenciamos os pressupostos teórico-metodológicos do interacionismo sociodiscursivo como fonte de referência maior (Bronckart, 1997/99; 2004c; 2006), associados aos aportes teóricos da Ergonomia da Atividade (Amigues, 2003 e 2004a; Saujat, 2002 e 2004a) e aos aportes teórico-metodológicos da Clínica da Atividade (Faïta, 2004; Clot, 1999; 2004a) para o aprofundamento das questões ligadas ao trabalho educacional. Utilizamos para a complementação do modelo de análise dos dados, tal como sugerido por Bronckart (1997/99; 2004c; 2006) e reformulado por Machado (Machado, 2008/no prelo), alguns procedimentos de Kerbrat-Orecchioni (1990; 1996) e de Charaudeau (1992). Os dados foram coletados em uma autoconfrontação cruzada, cujas verbalizações tiveram como tópico central o ensino da produção escrita do diário de leitura, procedimento didático por nós disponibilizado e aplicado por duas professoras de português em suas aulas de leitura. Para a realização da autoconfrontação, foram filmadas, com cada uma delas, a primeira aula introdutória e, após um semestre, uma aula de discussão de diários produzidos pelos alunos. Nas análises, procuramos observar as características organizacionais, enunciativas e semânticas, em busca de índices que nos revelassem como as professoras se confrontaram com semelhanças e contrastes a partir da observação das atividades realizadas. Essas análises procuraram revelar quais figuras interpretativas do agir as professoras construíram nos textos da autoconfrontação com maior freqüência em relação aos elementos constitutivos do trabalho docente e do agir humano em geral. Os resultados mostram como cada professora vê a atividade da outra e como cada uma reage a esse confronto direto, ou seja, os contrastes apontam o estilo peculiar de cada uma em sua atuação em sala de aula e, com isso, traços do coletivo de trabalho, pois, ao buscarem respaldo nas representações construídas pelo coletivo de trabalho, utilizam diferentes estratégias discursivas para se defenderem das críticas ocorridas entre si, quando estão se comparando. Quanto às semelhanças detectadas, estas apontam para os traços comuns do gênero docente na atividade específica do ensino focalizado ou o real dessa atividadeSecretaria da Educação do Estado de São Pauloapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30863/Marina%20Goncalves%20Buzzo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaAutoconfrontação cruzadaInteracionismo sociodiscursivoTrabalho do professorDiário de leituraAnalise do discursoLeituraLingua portuguesa -- Estudo e ensinoProfessores de lingua portuguesaCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAOs professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMarina Goncalves Buzzo.pdf.txtMarina Goncalves Buzzo.pdf.txtExtracted texttext/plain546135https://repositorio.pucsp.br/xmlui/bitstream/handle/14001/3/Marina%20Goncalves%20Buzzo.pdf.txt5301eba955b2fcac67c94b8148161389MD53ORIGINALMarina Goncalves Buzzo.pdfapplication/pdf1901224https://repositorio.pucsp.br/xmlui/bitstream/handle/14001/1/Marina%20Goncalves%20Buzzo.pdf60b7b055ef17193bb950a12d40645b48MD51THUMBNAILMarina Goncalves Buzzo.pdf.jpgMarina Goncalves Buzzo.pdf.jpgGenerated Thumbnailimage/jpeg3878https://repositorio.pucsp.br/xmlui/bitstream/handle/14001/2/Marina%20Goncalves%20Buzzo.pdf.jpg4c442dd3306138872f4ad72a701deca6MD52handle/140012022-04-27 23:10:19.031oai:repositorio.pucsp.br:handle/14001Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T02:10:19Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
title |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
spellingShingle |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? Buzzo, Marina Gonçalves Autoconfrontação cruzada Interacionismo sociodiscursivo Trabalho do professor Diário de leitura Analise do discurso Leitura Lingua portuguesa -- Estudo e ensino Professores de lingua portuguesa CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
title_full |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
title_fullStr |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
title_full_unstemmed |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
title_sort |
Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes? |
author |
Buzzo, Marina Gonçalves |
author_facet |
Buzzo, Marina Gonçalves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Machado, Anna Rachel |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771693A1 |
dc.contributor.author.fl_str_mv |
Buzzo, Marina Gonçalves |
contributor_str_mv |
Machado, Anna Rachel |
dc.subject.por.fl_str_mv |
Autoconfrontação cruzada Interacionismo sociodiscursivo Trabalho do professor Diário de leitura Analise do discurso Leitura Lingua portuguesa -- Estudo e ensino Professores de lingua portuguesa |
topic |
Autoconfrontação cruzada Interacionismo sociodiscursivo Trabalho do professor Diário de leitura Analise do discurso Leitura Lingua portuguesa -- Estudo e ensino Professores de lingua portuguesa CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research has as a wider objective to investigate the representations about the educational work built in an oral text produced jointly by two teachers of Portuguese Language after the accomplishment of a specific work activity. More specifically, we investigate if it similar or different representations appear in the each one of their turns and the linguistic-discoursive characteristics that contribute to distinguish differences and likeness among their didactic procedures. Because of that, we assume the theoretical-methodological presuppositions of the sociodiscoursive interactionism as larger reference source (Bronckart, 1997/99; 2004c; 2006), associated to the theoretical contributions of the Activity Ergonomy (Amigues, 2003, 2004a; Saujat, 2002, 2004a) and to the theoretical-methodological contributions from the Activity-Clinic (Faïta, 2004; Clot, 1999; 2004a), for a deeper study questions linked to the educational work. We will use for the complementation of the data analysis model suggested by Bronckart (1997/99; 2004c; 2006) and reformulated by Machado (Machado, 2008/in press) some procedures of Kerbrat- Orecchioni (1990; 1996) and Charaudeau (1992). The data were collected in a crossed self-confrontation, whose verbalizations had as a central topic the teaching of the written production of the reading diary, didactic procedure for us offered and applied by two Portuguese teachers in their reading classes. For the self-confrontation accomplishment, we filmed, with each one of them, the first introductory class and, after one semester, a diaries discussion class produced by the students. In the analyses, we tried to observe the organizational, enunciative and semantic characteristics, in search of indexes that revealed us how the teachers confronted themselves with likeness and contrasts from the observation of the accomplished activities. These analyses tried to reveal which acting interpretative figures the teachers built in the self-confrontation texts with bigger frequency in relation to the constituent elements of the educational work and of the human acting in general. The results show how each teacher sees the activity of each other and how each one reacts to this direct confrontation, in other words, the contrasts prove the peculiar style of each one in their performance in the classroom and, with that, work collective traces, for, when they look for a back-up in the representations built by the work collective, they use different discursive strategies to defend themselves of the criticisms occurred between themselves, when they are comparing each other. With relation to the likeness detected, they ones point to the educational gender common traces in the specific teaching activity emphasized or the real point of this activity |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-09-04 |
dc.date.issued.fl_str_mv |
2008-08-12 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:23:51Z |
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doctoralThesis |
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Buzzo, Marina Gonçalves. Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes?. 2008. 207 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/14001 |
identifier_str_mv |
Buzzo, Marina Gonçalves. Os professores diante de um novo trabalho com a leitura: modos de fazer semelhantes ou diferentes?. 2008. 207 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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