A experiência vivida por estudantes do ensino médio em um curso para sensibilização sobre gêneros textuais: uma tessitura complexa compartilhada

• Autor(a) principal: Wanderley, Marta Maria Silva de Faria
• Data de Publicação: 2020
• 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/23180
• topic: Epistemologia da complexidade; Gêneros textuais; Língua portuguesa (Ensino médio) - Estudo e ensino; Epistemology of complexity; Textual genres; Portuguese language (High school) - Study and teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aims to describe and interpret the phenomenon experienced lived by High School students in a course to raise awareness about textual genres in their mother tongue based on the perspective of Complexity, in order to understand its essence, its nature. The research is oriented by the following question: What is the nature of the experience lived by High School students, in a course to raise awareness about textual genres in their mother tongue, based on the perspective of Complexity? In order to answer this question, the experience with reading and writing textual genres of five High School students was investigated, understanding it as a process of connection and reconnection of knowledge, mediated by socioculturally shared relationships and experiences, based on the local and global context of the participants, in exchanges and dialogues. From a theoretical point of view, the research is based on the Epistemology of Complexity (MORIN, 2005, 2011, 2015), on the notion of textual genres (MARCUSCHI, 2008, 2010), as well as on the perspective of pedagogical work inspired by projects (BEHRENS, 2008). Methodologically, it is a qualitative study, guided by the complex hermeneutic-phenomenological approach (FREIRE, 2010, 2012, 2017). The instruments used, which generated the interpreted and supportive textual records, were: questionnaire, interview, one minute paper and field journal. The interpretation of the texts revealed the following complex hermeneutic-phenomenological themes: learning, reflection, overcoming, change and transcendence. The experience lived by the students in the course corresponds to the complex organization that intertwined the subjects of the research, the Epistemology of Complexity, the reading and writing activities and textual genres, which resulted in the improvement in the performance in reading and writing by the students surveyed