How does the student analyze a chronicle without the narrator of the story?

Detalhes bibliográficos
Autor(a) principal: Santos, Diogo Fernando
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34087
Resumo: This article aims to teach reading procedures to students of the 5th grade of Elementary School, in order to make them develop a reader behavior. Therefore, the purpose of this work was to guide students to observe chronicles that were constructed with a narrator’s presence or not. Thus, it was necessary to create a sequence of activities with inferential questions that probably imply the awareness of the object of knowledge. For that, this work is based on the sociodiscursive interactionist conception (BAKHTIN, 2016; DOLZ; GAGNON; DECÂNDIO, 2010; SCHNEUWLY, 2004) and Vygotsky’s ideas (2007, 2009). It also discusses the process of awareness and the social interaction relations, which allows a significant advance in student learning and development, besides other authors. The results show that, when good interventions are done, these interventions lead the students to think about the studied text, making them to observe the linguistic and notational aspects used by authors. In conclusion, the teaching of the reading procedures allows the students to make choices about the elements that make up a narrative for their own texts later.
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spelling How does the student analyze a chronicle without the narrator of the story?Cómo el alumno analiza una crónica sin el narrador de la historia?Como o aluno analisa uma crônica sem o narrador da história?ChronicleNarratorInferential activitiesAwarenessCrónicaNarradorActividades inferencialesToma de concienciaTomada de consciênciaCrônicaNarradorAtividades inferenciaisThis article aims to teach reading procedures to students of the 5th grade of Elementary School, in order to make them develop a reader behavior. Therefore, the purpose of this work was to guide students to observe chronicles that were constructed with a narrator’s presence or not. Thus, it was necessary to create a sequence of activities with inferential questions that probably imply the awareness of the object of knowledge. For that, this work is based on the sociodiscursive interactionist conception (BAKHTIN, 2016; DOLZ; GAGNON; DECÂNDIO, 2010; SCHNEUWLY, 2004) and Vygotsky’s ideas (2007, 2009). It also discusses the process of awareness and the social interaction relations, which allows a significant advance in student learning and development, besides other authors. The results show that, when good interventions are done, these interventions lead the students to think about the studied text, making them to observe the linguistic and notational aspects used by authors. In conclusion, the teaching of the reading procedures allows the students to make choices about the elements that make up a narrative for their own texts later.El presente artículo tiene como objetivo enseñar a los alumnos de 5º de nivel fundamental procedimientos de lectura con el din de que ellos desenvuelvan un comportamiento lector. De esta forma, la intención de este trabajo fue tornar observable para los alumnos las crónicas construidas con la presencia o no del narrador. Así, fue necesario crear una secuencia de actividades con preguntas inferenciales que implican, probablemente, la toma de conciencia sobre el objeto de conocimiento. Por ello, el trabajo está fundamentado en la concepción interaccionista socio-discursiva (BAKHTIN, 2016; DOLZ; GAGNON; DECÂNDIO, 2010; SCHNEUWLY, 2004) y en las ideas de Vygotsky (2007, 2009), al discutir el proceso de toma de conciencia y las relaciones de interacción social que permiten el avance significativo en el aprendizaje y en el desarrollo del alumno, entre otros autores. Los resultados muestran que, al realizar buenas intervenciones, ellas conducen al alumno a reflexionar sobre el texto estudiado, tornando observable los aspectos lingüísticos y notacional usados por los autores. En conclusión, enseñar los procedimientos de lectura permite que, posteriormente, el alumno pueda realizar elecciones de los elementos que componen una narrativa para sus propios textos.O presente artigo tem como objetivo ensinar a alunos do 5º ano do Ensino Fundamental I procedimentos de leitura a fim de que eles desenvolvam um comportamento leitor. Dessa forma, o intuito deste trabalho foi tornar observável para os alunos crônicas construídas com a presença ou não do narrador. Assim, foi necessário criar uma sequência de atividades com questões inferenciais que implicam, provavelmente, a tomada de consciência sobre o objeto de conhecimento. Para tanto, o trabalho está fundamentado na concepção interacionista sociodiscursiva (BAKHTIN, 2016; DOLZ, GAGNON, DECÂNDIO, 2010; SCHNEUWLY, 2004) e nas ideias de Vigotski (2007, 2009), ao discutir o processo da tomada de consciência e as relações de interação social que permitem o avanço significativo no aprendizado e no desenvolvimento do aluno, entre outros autores. Os resultados apontam que ao fazer boas intervenções, elas conduzem o aluno a refletir sobre o texto estudado, tornando observável os aspectos linguístico e notacional usados pelos autores. Em conclusão, ensinar os procedimentos de leitura permite que, posteriormente, o aluno possa fazer escolhas dos elementos que compõem uma narrativa para os seus próprios textos.Universidade Estadual de Londrina2020-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa Empírica de Campoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3408710.5433/1519-5392.2019v19n2p215Entretextos; v. 19 n. 2 (2019); 215-2372764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34087/26918Copyright (c) 2019 Entretextosinfo:eu-repo/semantics/openAccessSantos, Diogo Fernando2021-02-06T11:54:44Zoai:ojs.pkp.sfu.ca:article/34087Revistahttps://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:2021-02-06T11:54:44Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv How does the student analyze a chronicle without the narrator of the story?
Cómo el alumno analiza una crónica sin el narrador de la historia?
Como o aluno analisa uma crônica sem o narrador da história?
title How does the student analyze a chronicle without the narrator of the story?
spellingShingle How does the student analyze a chronicle without the narrator of the story?
Santos, Diogo Fernando
Chronicle
Narrator
Inferential activities
Awareness
Crónica
Narrador
Actividades inferenciales
Toma de conciencia
Tomada de consciência
Crônica
Narrador
Atividades inferenciais
title_short How does the student analyze a chronicle without the narrator of the story?
title_full How does the student analyze a chronicle without the narrator of the story?
title_fullStr How does the student analyze a chronicle without the narrator of the story?
title_full_unstemmed How does the student analyze a chronicle without the narrator of the story?
title_sort How does the student analyze a chronicle without the narrator of the story?
author Santos, Diogo Fernando
author_facet Santos, Diogo Fernando
author_role author
dc.contributor.author.fl_str_mv Santos, Diogo Fernando
dc.subject.por.fl_str_mv Chronicle
Narrator
Inferential activities
Awareness
Crónica
Narrador
Actividades inferenciales
Toma de conciencia
Tomada de consciência
Crônica
Narrador
Atividades inferenciais
topic Chronicle
Narrator
Inferential activities
Awareness
Crónica
Narrador
Actividades inferenciales
Toma de conciencia
Tomada de consciência
Crônica
Narrador
Atividades inferenciais
description This article aims to teach reading procedures to students of the 5th grade of Elementary School, in order to make them develop a reader behavior. Therefore, the purpose of this work was to guide students to observe chronicles that were constructed with a narrator’s presence or not. Thus, it was necessary to create a sequence of activities with inferential questions that probably imply the awareness of the object of knowledge. For that, this work is based on the sociodiscursive interactionist conception (BAKHTIN, 2016; DOLZ; GAGNON; DECÂNDIO, 2010; SCHNEUWLY, 2004) and Vygotsky’s ideas (2007, 2009). It also discusses the process of awareness and the social interaction relations, which allows a significant advance in student learning and development, besides other authors. The results show that, when good interventions are done, these interventions lead the students to think about the studied text, making them to observe the linguistic and notational aspects used by authors. In conclusion, the teaching of the reading procedures allows the students to make choices about the elements that make up a narrative for their own texts later.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-12
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/34087
10.5433/1519-5392.2019v19n2p215
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34087
identifier_str_mv 10.5433/1519-5392.2019v19n2p215
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/34087/26918
dc.rights.driver.fl_str_mv Copyright (c) 2019 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 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. 19 n. 2 (2019); 215-237
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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