Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/29630 |
Resumo: | This study is part of the research line “Reading, writing and teaching of Portuguese Language”, of the Postgraduate Program in Portuguese Language at the Pontifical Catholic University of São Paulo, and its theme is to understand the narrative text plan as well as the narrative textual sequences of popular tales which can support the teaching of narrative text writing, specifically, in the 6th year of Elementary School. The hypothesis is that the understanding of the short story genre, with regard to the text plan and the narrative textual sequence, contributes to the teaching of writing narrative texts in the 6th year of Elementary School. The research questions are: a) How are text plans and narrative text sequences organized in the folktale genre? and b) What are the perspectives for the teaching of narrative writing provided by the study of the narrative text plan of this genre, taking into account the official documents that guide the teaching of Portuguese Language? The general objective is to understand the text plan and the narrative textual sequences of the folktale genre as elements for the teaching of writing in the 6th year of Elementary School. As for the specific objectives, there are: a) to identify, describe and analyze the text plans and narrative textual sequences that compose texts of the folktale genre; b) reflect on how text plans and narrative textual sequences, considered in the composition of popular tales, can constitute strategies for teaching writing in the 6th year of Elementary School. The theoretical apparatus that supports this study is composed of studies on text plan (ADAM, 2011; CABRAL, 2013; MARQUESI; ELIAS; CABRAL, 2017; MARQUESI et al., 2019; MARQUESI; CABRAL, 2017), textual sequences, in particular, the narrative textual sequences (ADAM, 2011; 2019), narrative and its structure (ADAM; REVAZ, 1997), type elements - tipelementos - (TRAVAGLIA, 2007; 2018), logical organization of the narrative and its components (CHARAUDEAU, 2016) and concept and nature of the narrative (GENETTE, 2013 [1971]; 1979), in addition to those that approach the short story genre (GOTLIB, 2006; GANCHO, 2006; TERRA; PACHECO, 2017), wonderful, fairy, enchantment and popular tales (PROPP, 2001; 2002; AZEVEDO, 2007; ALCOFORADO, 1986), and popular tales and their characteristics (LEAL, 1985; CÂMARA CASCUDO, 2006; GUIMARÃES, 2011). In relation to official education documents, it is based on the National Curriculum Parameters for the Portuguese Language (1998), the National Common Curricular Base (BRASIL, 2018), the City Curriculum − Elementary School − Curricular Component: Portuguese Language (SÃO PAULO, 2019) and the Curriculum of the State of São Paulo: languages, codes and their technologies (SÃO PAULO, 2011). The corpus is composed of four short stories from the book “Tales of cheating the death”, by Ricardo Azevedo: “The man who saw the death”, “The last day in the life of the blacksmith”, “The boy who did not want to die” and “The almost death of Zé Malandro”. The results obtained confirm the hypothesis that the study of the text plan and the narrative textual sequence the way of organizing narratives, especially the principle of intentionality, as well as the narrative processes related to the characters' roles constitutes an important subsidy for the teaching of narrative writing in the 6th year of Elementary School |
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Marquesi, Sueli Cristinahttp://lattes.cnpq.br/6803520489692073http://lattes.cnpq.br/4735090560446858Alauk, Débora Matos2022-11-03T18:39:57Z2022-11-03T18:39:57Z2022-09-14Alauk, Débora Matos. Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/29630This study is part of the research line “Reading, writing and teaching of Portuguese Language”, of the Postgraduate Program in Portuguese Language at the Pontifical Catholic University of São Paulo, and its theme is to understand the narrative text plan as well as the narrative textual sequences of popular tales which can support the teaching of narrative text writing, specifically, in the 6th year of Elementary School. The hypothesis is that the understanding of the short story genre, with regard to the text plan and the narrative textual sequence, contributes to the teaching of writing narrative texts in the 6th year of Elementary School. The research questions are: a) How are text plans and narrative text sequences organized in the folktale genre? and b) What are the perspectives for the teaching of narrative writing provided by the study of the narrative text plan of this genre, taking into account the official documents that guide the teaching of Portuguese Language? The general objective is to understand the text plan and the narrative textual sequences of the folktale genre as elements for the teaching of writing in the 6th year of Elementary School. As for the specific objectives, there are: a) to identify, describe and analyze the text plans and narrative textual sequences that compose texts of the folktale genre; b) reflect on how text plans and narrative textual sequences, considered in the composition of popular tales, can constitute strategies for teaching writing in the 6th year of Elementary School. The theoretical apparatus that supports this study is composed of studies on text plan (ADAM, 2011; CABRAL, 2013; MARQUESI; ELIAS; CABRAL, 2017; MARQUESI et al., 2019; MARQUESI; CABRAL, 2017), textual sequences, in particular, the narrative textual sequences (ADAM, 2011; 2019), narrative and its structure (ADAM; REVAZ, 1997), type elements - tipelementos - (TRAVAGLIA, 2007; 2018), logical organization of the narrative and its components (CHARAUDEAU, 2016) and concept and nature of the narrative (GENETTE, 2013 [1971]; 1979), in addition to those that approach the short story genre (GOTLIB, 2006; GANCHO, 2006; TERRA; PACHECO, 2017), wonderful, fairy, enchantment and popular tales (PROPP, 2001; 2002; AZEVEDO, 2007; ALCOFORADO, 1986), and popular tales and their characteristics (LEAL, 1985; CÂMARA CASCUDO, 2006; GUIMARÃES, 2011). In relation to official education documents, it is based on the National Curriculum Parameters for the Portuguese Language (1998), the National Common Curricular Base (BRASIL, 2018), the City Curriculum − Elementary School − Curricular Component: Portuguese Language (SÃO PAULO, 2019) and the Curriculum of the State of São Paulo: languages, codes and their technologies (SÃO PAULO, 2011). The corpus is composed of four short stories from the book “Tales of cheating the death”, by Ricardo Azevedo: “The man who saw the death”, “The last day in the life of the blacksmith”, “The boy who did not want to die” and “The almost death of Zé Malandro”. The results obtained confirm the hypothesis that the study of the text plan and the narrative textual sequence the way of organizing narratives, especially the principle of intentionality, as well as the narrative processes related to the characters' roles constitutes an important subsidy for the teaching of narrative writing in the 6th year of Elementary SchoolEsta pesquisa insere-se na linha de pesquisa “Leitura, escrita e ensino de Língua Portuguesa”, do Programa de Pós-Graduação em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, e tem como tema compreender o plano de texto narrativo assim como as sequências textuais narrativas de contos populares os quais podem subsidiar para o ensino da escrita do texto narrativo, especificamente, no 6° ano do Ensino Fundamental. A hipótese é de que o entendimento do gênero conto, no que se refere ao plano de texto e à sequência textual narrativa, contribui para o ensino da escrita de textos narrativos no 6º ano do Ensino Fundamental. As perguntas de pesquisa são: a) Como se organizam os planos de texto e as sequências textuais narrativas no gênero conto popular? e b) Quais são as perspectivas para o ensino da escrita da narrativa propiciadas pelo estudo do plano de texto narrativo desse gênero, tendo em consideração os documentos oficiais que orientam o ensino de Língua Portuguesa? O objetivo geral é compreender o plano de texto e as sequências textuais narrativas do gênero conto popular, como elementos para o ensino da escrita no 6° ano do Ensino Fundamental. Quanto aos objetivos específicos, tem-se: a) identificar, descrever, analisar e discutir os planos de texto e as sequências textuais narrativas que compõem textos do gênero conto popular; b) refletir acerca de como os planos de texto e a sequência textual narrativa, considerados na composição de contos populares, podem constituir estratégias para o ensino da escrita no 6° ano do Ensino Fundamental. O aparato teórico que subsidia este estudo é composto pelos estudos sobre plano de texto (ADAM, 2011; CABRAL, 2013; MARQUESI; ELIAS; CABRAL, 2017; MARQUESI et al., 2019; MARQUESI; CABRAL, 2017), sequências textuais, em particular, as sequências textuais narrativas (ADAM, 2011; 2019), narrativa e sua estrutura (ADAM; REVAZ, 1997), tipelementos (TRAVAGLIA, 2007; 2018), organização lógica da narrativa e de seus componentes (CHARAUDEAU, 2016) e conceito e natureza da narrativa (GENETTE, 2013 [1971]; 1979), além daqueles que abordam o gênero conto (GOTLIB, 2006; GANCHO, 2006; TERRA; PACHECO, 2017), os contos maravilhosos, de fadas, de encantamento e populares (PROPP, 2001; 2002; AZEVEDO, 2007; ALCOFORADO, 1986), e os contos populares e suas características (LEAL, 1985; CÂMARA CASCUDO, 2006; GUIMARÃES, 2011). Em relação aos documentos oficiais da educação, tem-se como base os Parâmetros Curriculares Nacionais de Língua Portuguesa (1998), a Base Nacional Comum Curricular (BRASIL, 2018), o Currículo da Cidade − Ensino Fundamental − Componente Curricular: Língua Portuguesa (SÃO PAULO, 2019) e o Currículo do Estado de São Paulo: linguagens, códigos e suas tecnologias (SÃO PAULO, 2011). O corpus é composto por quatro contos da obra “Contos de enganar a morte”, de Ricardo Azevedo: “O homem que enxergava a Morte”, “O último dia na vida do ferreiro”, “O moço que não queria morrer” e “A quase morte de Zé Malandro”. Os resultados obtidos revelam que o estudo do plano de texto, da sequência textual narrativa, o modo de organização de narrativas, em especial o princípio de intencionalidade, assim como os processos narrativos relacionados com os papéis dos actantes constituem um subsídio importante para o ensino da escrita do texto narrativo no 6º ano do Ensino FundamentaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAPlano de textoSequência textualGênero conto popularEnsino de Língua PortuguesaEscrita narrativaText planningText sequenceFolktale GenrePortuguese Language leachingNarrative writingPlanos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamentalinfo: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_SPORIGINALDebora Matos Alauk.pdfapplication/pdf2044953https://repositorio.pucsp.br/xmlui/bitstream/handle/29630/1/Debora%20Matos%20Alauk.pdfe5f0eaf46dea22a2405675b5435a4f3eMD51TEXTDebora Matos Alauk.pdf.txtDebora Matos Alauk.pdf.txtExtracted texttext/plain516717https://repositorio.pucsp.br/xmlui/bitstream/handle/29630/2/Debora%20Matos%20Alauk.pdf.txt7dcd2ff68c6576fde563307e62763a65MD52THUMBNAILDebora Matos Alauk.pdf.jpgDebora Matos Alauk.pdf.jpgGenerated Thumbnailimage/jpeg1189https://repositorio.pucsp.br/xmlui/bitstream/handle/29630/3/Debora%20Matos%20Alauk.pdf.jpg26e4a1ee0a1cd6823797453ce49e65a9MD53handle/296302022-11-04 10:57:11.569oai:repositorio.pucsp.br:handle/29630Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-11-04T13:57:11Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
title |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
spellingShingle |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental Alauk, Débora Matos CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Plano de texto Sequência textual Gênero conto popular Ensino de Língua Portuguesa Escrita narrativa Text planning Text sequence Folktale Genre Portuguese Language leaching Narrative writing |
title_short |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
title_full |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
title_fullStr |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
title_full_unstemmed |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
title_sort |
Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental |
author |
Alauk, Débora Matos |
author_facet |
Alauk, Débora Matos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marquesi, Sueli Cristina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6803520489692073 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4735090560446858 |
dc.contributor.author.fl_str_mv |
Alauk, Débora Matos |
contributor_str_mv |
Marquesi, Sueli Cristina |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
topic |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Plano de texto Sequência textual Gênero conto popular Ensino de Língua Portuguesa Escrita narrativa Text planning Text sequence Folktale Genre Portuguese Language leaching Narrative writing |
dc.subject.por.fl_str_mv |
Plano de texto Sequência textual Gênero conto popular Ensino de Língua Portuguesa Escrita narrativa |
dc.subject.eng.fl_str_mv |
Text planning Text sequence Folktale Genre Portuguese Language leaching Narrative writing |
description |
This study is part of the research line “Reading, writing and teaching of Portuguese Language”, of the Postgraduate Program in Portuguese Language at the Pontifical Catholic University of São Paulo, and its theme is to understand the narrative text plan as well as the narrative textual sequences of popular tales which can support the teaching of narrative text writing, specifically, in the 6th year of Elementary School. The hypothesis is that the understanding of the short story genre, with regard to the text plan and the narrative textual sequence, contributes to the teaching of writing narrative texts in the 6th year of Elementary School. The research questions are: a) How are text plans and narrative text sequences organized in the folktale genre? and b) What are the perspectives for the teaching of narrative writing provided by the study of the narrative text plan of this genre, taking into account the official documents that guide the teaching of Portuguese Language? The general objective is to understand the text plan and the narrative textual sequences of the folktale genre as elements for the teaching of writing in the 6th year of Elementary School. As for the specific objectives, there are: a) to identify, describe and analyze the text plans and narrative textual sequences that compose texts of the folktale genre; b) reflect on how text plans and narrative textual sequences, considered in the composition of popular tales, can constitute strategies for teaching writing in the 6th year of Elementary School. The theoretical apparatus that supports this study is composed of studies on text plan (ADAM, 2011; CABRAL, 2013; MARQUESI; ELIAS; CABRAL, 2017; MARQUESI et al., 2019; MARQUESI; CABRAL, 2017), textual sequences, in particular, the narrative textual sequences (ADAM, 2011; 2019), narrative and its structure (ADAM; REVAZ, 1997), type elements - tipelementos - (TRAVAGLIA, 2007; 2018), logical organization of the narrative and its components (CHARAUDEAU, 2016) and concept and nature of the narrative (GENETTE, 2013 [1971]; 1979), in addition to those that approach the short story genre (GOTLIB, 2006; GANCHO, 2006; TERRA; PACHECO, 2017), wonderful, fairy, enchantment and popular tales (PROPP, 2001; 2002; AZEVEDO, 2007; ALCOFORADO, 1986), and popular tales and their characteristics (LEAL, 1985; CÂMARA CASCUDO, 2006; GUIMARÃES, 2011). In relation to official education documents, it is based on the National Curriculum Parameters for the Portuguese Language (1998), the National Common Curricular Base (BRASIL, 2018), the City Curriculum − Elementary School − Curricular Component: Portuguese Language (SÃO PAULO, 2019) and the Curriculum of the State of São Paulo: languages, codes and their technologies (SÃO PAULO, 2011). The corpus is composed of four short stories from the book “Tales of cheating the death”, by Ricardo Azevedo: “The man who saw the death”, “The last day in the life of the blacksmith”, “The boy who did not want to die” and “The almost death of Zé Malandro”. The results obtained confirm the hypothesis that the study of the text plan and the narrative textual sequence the way of organizing narratives, especially the principle of intentionality, as well as the narrative processes related to the characters' roles constitutes an important subsidy for the teaching of narrative writing in the 6th year of Elementary School |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-03T18:39:57Z |
dc.date.available.fl_str_mv |
2022-11-03T18:39:57Z |
dc.date.issued.fl_str_mv |
2022-09-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Alauk, Débora Matos. Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/29630 |
identifier_str_mv |
Alauk, Débora Matos. Planos de textos narrativos em contos populares: perspectivas para o ensino da escrita no 6° ano do Ensino Fundamental. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
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https://repositorio.pucsp.br/jspui/handle/handle/29630 |
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por |
language |
por |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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