Transposição didática: uma proposta de ensino da referenciação na produção escrita

• Autor(a) principal: Silva, Damares Souza
• Data de Publicação: 2017
• 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/20124
• topic: Referenciação; Escrita; Coesão (Linguística); Língua Portuguesa - Estudo e ensino; Referentiation; Writing teaching; Cohesion (Linguistics); Portuguese Language - Study and teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

The subject of this study is centered on the teaching of referencing and its respective effects of meaning in the production of written text, having as perspective Chevallard's rules that guide the concept of didactic transposition. The questions that guide the study are: what historical factors related to the the formation of Portuguese language discipline can facilitate the understanding of features that permeate the practice of first language teaching nowdays? How teaching interventions of the referentiation concept can promote the field of this discursive activity by providing students the ability to produce and develop the sense effects on their written work? Which aspects can help the teacher develop, deepen and enhance the ability to convert theory into practice with regard to the teaching of writing? The overall objective of the present research sought to examine the effects of referentiation in the letters written by ninth grade students of elementary school after educational intervention about the concept of referentiation. We consider four specific objectives: identify what is the relationship of the student with the textual production; apply a proposal for teaching the referentation concept and its respective meaning effects; clarify the potential effects of referentiation meaning in the letter writing; guide the participant to compose a reader letter aiming at referentiation as a resource for argument. The investigation is beaconed in authors such as Mondada and Dubois (2003), Koch (1987; 1989; 1996; 1997; 2002; 2004), Koch and Elias (2009; 2012), Marcuschi (1983; 2001; 2005; 2007), Cavalcante (2004; 2005; 2010; 2014), Soares (1997; 2002), Pietri (2010), Abrão (2009), Chevallard (1991) and Vygotsky (1984). We start with the following assumptions: the students can learn and deepen their knowledge of written language by articulating aspects of their own experiences in society with new concepts taught in school; the teacher is able to grasp updated concepts developed in the academic area and, in possession of that theoretical framework, be the author of his Portuguese language teaching practice, converting theory into practice as is guaranteed him direct access to updated theoretical knowledge about language teaching; the knowledge of the historical formation aspects of the Portuguese language curricular discipline can help to identify possible ways to develop, analyze and build proposals in order to fix first language teaching problems nowdays. We analyzed 15 textual productions. Based on the result of the analysis of these productions, we concluded that the three questions that erected this work more the proposed objective helped us to recognize that it is possible to teach students the referentiation concept, offering edcation policies that take in consideration the students heterogeneity so that the student can use the various possibilities of interaction increased by the referral process to produce meaning effects on his written work