Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/17651 |
Resumo: | The main purpose of this article ir to analyze a didactic sequence that was developed for the teaching of a textual production of an opinion article for Secondary School students, that has adopted the practice of linguistic analysis as a methodological teaching perspective. Thus, the classes had the objective to practice linguistic analysis in the development of textual thematic progression of student productions. Therefore, in addition to rewriting activities of gender opinion article (both collective and individual), there were also developed activities that addressed the theme of the texts and the textual chaining through the use of argumentative operators. We observed how the sequence was performed, which theory of DS underlies the analyzed sequence and if this model really follows the theoretical prescriptions on this subject, relating the SD concepts and didactic modeling by Dolz, Noverraz and Schneuwly (2004) with the DS already developed and implemented. Then, we analyzed if we follow the DS model of Geneva (Dolz, Noverraz and Schneuwly, 2004) and if there was adaptations, by checking if the DS proposed activities has facilited the teaching of an argumentative genre. The results shows changes from the traditional concept of teaching sequence presented by the Geneva group. |
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Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysisConceitos de sequência didática subjacentes a uma proposta de ensino de artigo de opinião pautada na prática de análise linguísticaTeaching sequenceTeaching modelingTeaching writingSequência didáticaModelização didáticaEnsino de escritaThe main purpose of this article ir to analyze a didactic sequence that was developed for the teaching of a textual production of an opinion article for Secondary School students, that has adopted the practice of linguistic analysis as a methodological teaching perspective. Thus, the classes had the objective to practice linguistic analysis in the development of textual thematic progression of student productions. Therefore, in addition to rewriting activities of gender opinion article (both collective and individual), there were also developed activities that addressed the theme of the texts and the textual chaining through the use of argumentative operators. We observed how the sequence was performed, which theory of DS underlies the analyzed sequence and if this model really follows the theoretical prescriptions on this subject, relating the SD concepts and didactic modeling by Dolz, Noverraz and Schneuwly (2004) with the DS already developed and implemented. Then, we analyzed if we follow the DS model of Geneva (Dolz, Noverraz and Schneuwly, 2004) and if there was adaptations, by checking if the DS proposed activities has facilited the teaching of an argumentative genre. The results shows changes from the traditional concept of teaching sequence presented by the Geneva group.O presente artigo tem como objetivo principal analisar uma sequência didática (SD) desenvolvida para o ensino de produção textual do gênero artigo de opinião para alunos do Ensino Fundamental II (9° ano), que adotou a prática de análise linguística como perspectiva metodológica de ensino. Assim, as aulas tinham como foco principal a prática de análise linguística no desenvolvimento da progressão temática textual das produções dos alunos. Para tanto, além de atividades de reescrita do gênero artigo de opinião (tanto coletiva quanto individual), também foram desenvolvidas atividades que abordaram a temática dos textos, bem como o encadeamento textual através do uso dos operadores argumentativos. Observamos como a sequência foi executada, que concepção de SD subjaz à sequência analisada e se, de fato, esse modelo segue as prescrições teóricas sobre esse assunto, relacionando as noções de SD e modelização didática de Dolz, Noverraz e Schneuwly (2004) com a sequência já desenvolvida e concretizada. Analisamos, dessa forma, se seguimos o modelo de SD de Genebra (Dolz, Noverraz e Schneuwly, 2004) e se houve adaptações, verificando se as atividades propostas pela SD favoreceram o ensino de um gênero argumentativo. Os resultados apontam mudanças em relação ao conceito tradicional de sequência didática apresentado pelo grupo de Genebra.Universidade Estadual de Londrina2016-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa Empírica de Campoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/1765110.5433/1519-5392.2016v16n2p29Entretextos; v. 16 n. 2 (2016); 29-472764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/17651/20760Copyright (c) 2016 Entretextosinfo:eu-repo/semantics/openAccessGonsalves, Larissa Gabrielle LucenaAraújo, Denise Lino de2021-03-29T20:01:57Zoai:ojs.pkp.sfu.ca:article/17651Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-03-29T20:01:57Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis Conceitos de sequência didática subjacentes a uma proposta de ensino de artigo de opinião pautada na prática de análise linguística |
title |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
spellingShingle |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis Gonsalves, Larissa Gabrielle Lucena Teaching sequence Teaching modeling Teaching writing Sequência didática Modelização didática Ensino de escrita |
title_short |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
title_full |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
title_fullStr |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
title_full_unstemmed |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
title_sort |
Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis |
author |
Gonsalves, Larissa Gabrielle Lucena |
author_facet |
Gonsalves, Larissa Gabrielle Lucena Araújo, Denise Lino de |
author_role |
author |
author2 |
Araújo, Denise Lino de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gonsalves, Larissa Gabrielle Lucena Araújo, Denise Lino de |
dc.subject.por.fl_str_mv |
Teaching sequence Teaching modeling Teaching writing Sequência didática Modelização didática Ensino de escrita |
topic |
Teaching sequence Teaching modeling Teaching writing Sequência didática Modelização didática Ensino de escrita |
description |
The main purpose of this article ir to analyze a didactic sequence that was developed for the teaching of a textual production of an opinion article for Secondary School students, that has adopted the practice of linguistic analysis as a methodological teaching perspective. Thus, the classes had the objective to practice linguistic analysis in the development of textual thematic progression of student productions. Therefore, in addition to rewriting activities of gender opinion article (both collective and individual), there were also developed activities that addressed the theme of the texts and the textual chaining through the use of argumentative operators. We observed how the sequence was performed, which theory of DS underlies the analyzed sequence and if this model really follows the theoretical prescriptions on this subject, relating the SD concepts and didactic modeling by Dolz, Noverraz and Schneuwly (2004) with the DS already developed and implemented. Then, we analyzed if we follow the DS model of Geneva (Dolz, Noverraz and Schneuwly, 2004) and if there was adaptations, by checking if the DS proposed activities has facilited the teaching of an argumentative genre. The results shows changes from the traditional concept of teaching sequence presented by the Geneva group. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa Empírica de Campo |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/17651 10.5433/1519-5392.2016v16n2p29 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/17651 |
identifier_str_mv |
10.5433/1519-5392.2016v16n2p29 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/17651/20760 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 16 n. 2 (2016); 29-47 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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1799315388420325376 |