Sequence didactic concepts underlying a teaching proposal opinion article teaching guided by the practice of linguistic analysis

Detalhes bibliográficos
Autor(a) principal: Gonsalves, Larissa Gabrielle Lucena
Data de Publicação: 2016
Outros Autores: Araújo, Denise Lino de
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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spelling 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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