Addressing the textual genre "personal letter" in youth and adult education

Detalhes bibliográficos
Autor(a) principal: Miranda, Joseval Dos Reis
Data de Publicação: 2018
Outros Autores: Ramalho, Lindolfo Santos
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780
Resumo: The aim of this article is to address the personal letter-writing process by students enrolled in Youth and Adult Education. We initially reflect about textual genre as writing-teaching strategy and, then, we specifically address the genre “personal letter”. Our theoretical background was based on Antunes (2003, 2009), Cavalcante (2013), Dolz, Noverraz and Schneuwly (2004), Marcuschi (2002; 2008; 2010) and Oliveira (2014). The research adopted a qualitative approach based on participant observation and on conversation circle. Research collaborators comprised 5 students enrolled in Youth and Adult Education: 4 women and 1 man. Results indicated that the personal letter-writing process, which followed the didactic sequence developed by Dolz, Noverraz and Schneuwly (2004), enabled participants to acquire the necessary linguistic-discursive knowledge to construct the textual genre “personal letter”, besides helping them to acknowledge and overcome their main difficulties during the personal letter-writing process.
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spelling Addressing the textual genre "personal letter" in youth and adult educationO trabalho com o gênero carta pessoal na Educação de Jovens e AdultosTextual genresPersonal letterYouth and Adult EducationGêneros textuaisCarta pessoalEducação de Jovens e Adultos.Língua portuguesaThe aim of this article is to address the personal letter-writing process by students enrolled in Youth and Adult Education. We initially reflect about textual genre as writing-teaching strategy and, then, we specifically address the genre “personal letter”. Our theoretical background was based on Antunes (2003, 2009), Cavalcante (2013), Dolz, Noverraz and Schneuwly (2004), Marcuschi (2002; 2008; 2010) and Oliveira (2014). The research adopted a qualitative approach based on participant observation and on conversation circle. Research collaborators comprised 5 students enrolled in Youth and Adult Education: 4 women and 1 man. Results indicated that the personal letter-writing process, which followed the didactic sequence developed by Dolz, Noverraz and Schneuwly (2004), enabled participants to acquire the necessary linguistic-discursive knowledge to construct the textual genre “personal letter”, besides helping them to acknowledge and overcome their main difficulties during the personal letter-writing process.O presente artigo aborda sobre o processo de escrita da carta pessoal por estudantes da Educação de Jovens e Adultos. Em um primeiro momento, tecemos reflexões sobre os gêneros textuais como estratégia para o ensino da escrita, e, em seguida mais especificamente expomos sobre a carta pessoal. Os nossos aportes teóricos constituíam-se de obras como Antunes (2003,2009), Cavalcante (2013), Dolz, Noverraz e Schneuwly (2004), Marcuschi (2002; 2008; 2010) e Oliveira (2014). A pesquisa foi desenvolvida por meio da abordagem qualitativa, na qual utilizamos a pesquisa participante, fazendo uso da observação participante e da roda de conversa. Foram colaboradores da pesquisa 05 estudantes da Educação de Jovens e Adultos, sendo 04 do sexo feminino e 01 do sexo masculino. Os resultados das análises apontaram que, a produção escrita da carta pessoal elaborada por meio da sequência didática desenvolvida por Dolz, Noverraz e Schneuwly (2004), possibilitou aos participantes da pesquisa a aquisição de conhecimentos linguístico-discursivos necessários à construção do gênero carta pessoal, bem como contribuiu para o reconhecimento e, ao mesmo tempo, para a superação das principais dificuldades por eles apresentadas durante o processo de escrita da carta pessoal.UEL2018-03-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/2878010.5433/2237-4876.2018v21n3p328Signum: Estudos da Linguagem; Vol. 21 No. 3 (2018): Volume Atemático; 328-345Signum: Estudos da Linguagem; v. 21 n. 3 (2018): Volume Atemático; 328-3452237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporenghttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780/25061https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780/25062Copyright (c) 2019 Signum: Estudos da Linguagemhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMiranda, Joseval Dos ReisRamalho, Lindolfo Santos2022-11-16T18:14:29Zoai:ojs.pkp.sfu.ca:article/28780Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:14:29Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Addressing the textual genre "personal letter" in youth and adult education
O trabalho com o gênero carta pessoal na Educação de Jovens e Adultos
title Addressing the textual genre "personal letter" in youth and adult education
spellingShingle Addressing the textual genre "personal letter" in youth and adult education
Miranda, Joseval Dos Reis
Textual genres
Personal letter
Youth and Adult Education
Gêneros textuais
Carta pessoal
Educação de Jovens e Adultos.
Língua portuguesa
title_short Addressing the textual genre "personal letter" in youth and adult education
title_full Addressing the textual genre "personal letter" in youth and adult education
title_fullStr Addressing the textual genre "personal letter" in youth and adult education
title_full_unstemmed Addressing the textual genre "personal letter" in youth and adult education
title_sort Addressing the textual genre "personal letter" in youth and adult education
author Miranda, Joseval Dos Reis
author_facet Miranda, Joseval Dos Reis
Ramalho, Lindolfo Santos
author_role author
author2 Ramalho, Lindolfo Santos
author2_role author
dc.contributor.author.fl_str_mv Miranda, Joseval Dos Reis
Ramalho, Lindolfo Santos
dc.subject.por.fl_str_mv Textual genres
Personal letter
Youth and Adult Education
Gêneros textuais
Carta pessoal
Educação de Jovens e Adultos.
Língua portuguesa
topic Textual genres
Personal letter
Youth and Adult Education
Gêneros textuais
Carta pessoal
Educação de Jovens e Adultos.
Língua portuguesa
description The aim of this article is to address the personal letter-writing process by students enrolled in Youth and Adult Education. We initially reflect about textual genre as writing-teaching strategy and, then, we specifically address the genre “personal letter”. Our theoretical background was based on Antunes (2003, 2009), Cavalcante (2013), Dolz, Noverraz and Schneuwly (2004), Marcuschi (2002; 2008; 2010) and Oliveira (2014). The research adopted a qualitative approach based on participant observation and on conversation circle. Research collaborators comprised 5 students enrolled in Youth and Adult Education: 4 women and 1 man. Results indicated that the personal letter-writing process, which followed the didactic sequence developed by Dolz, Noverraz and Schneuwly (2004), enabled participants to acquire the necessary linguistic-discursive knowledge to construct the textual genre “personal letter”, besides helping them to acknowledge and overcome their main difficulties during the personal letter-writing process.
publishDate 2018
dc.date.none.fl_str_mv 2018-03-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780
10.5433/2237-4876.2018v21n3p328
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780
identifier_str_mv 10.5433/2237-4876.2018v21n3p328
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780/25061
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/28780/25062
dc.rights.driver.fl_str_mv Copyright (c) 2019 Signum: Estudos da Linguagem
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Signum: Estudos da Linguagem
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 21 No. 3 (2018): Volume Atemático; 328-345
Signum: Estudos da Linguagem; v. 21 n. 3 (2018): Volume Atemático; 328-345
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
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instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Signum: Estudos da Linguagem
collection Signum: Estudos da Linguagem
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