Written production as a practice of meaning

Detalhes bibliográficos
Autor(a) principal: da Silva Luz, Iussara Any
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/43401
Resumo: This paper seeks to discuss effective proposals in the process of teaching and learning writing in the final stage of Basic Education: High School. Such a study is justified, not only, but expressively, by the demand that information and communication technologies (ICTs) present to subjects who wish to participate actively in the society in which they live. For this reason, diversified ways of interacting demand more and more capacity to produce, read and interpret different discourses. To support the discussion, studies by Rojo (2010); Kleiman (2007); Marcuschi (2011); Martelottaet al. (2011), among others, contributed to the intended analysis. With this objective, the research is built on the relationship between reading and interpreting a multisemiotic genre - the film - as one of the stages of the project “Volunteering and social responsibility”. The resulting productions make it clear that linking writing to broader meaning-making activities allows students to carry out this task with autonomy and protagonism, one of the pillars of the Brazilian National Guidelines.
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spelling Written production as a practice of meaningLa producción escrita como práctica de significadoA produção escrita enquanto prática de sentidoText production. High school. Literacy practices.Producción de texto. Escuela secundaria. Prácticas alfabetizadas.Produção de texto. Ensino médio. Práticas letradas.This paper seeks to discuss effective proposals in the process of teaching and learning writing in the final stage of Basic Education: High School. Such a study is justified, not only, but expressively, by the demand that information and communication technologies (ICTs) present to subjects who wish to participate actively in the society in which they live. For this reason, diversified ways of interacting demand more and more capacity to produce, read and interpret different discourses. To support the discussion, studies by Rojo (2010); Kleiman (2007); Marcuschi (2011); Martelottaet al. (2011), among others, contributed to the intended analysis. With this objective, the research is built on the relationship between reading and interpreting a multisemiotic genre - the film - as one of the stages of the project “Volunteering and social responsibility”. The resulting productions make it clear that linking writing to broader meaning-making activities allows students to carry out this task with autonomy and protagonism, one of the pillars of the Brazilian National Guidelines.Este trabajo busca discutir propuestas efectivas en el proceso de enseñanza y aprendizaje sobre la producción de textos en la etapa final de Educación Básica: Enseñanza Secundaria. Tal estudio se justifica, no solo, sino expresivamente, por la demanda que las tecnologías de la información y la comunicación (TIC) presentan a los sujetos que desean participar activamente en la sociedad en la que viven. Por ello, las formas diversificadas de interactuar demandan cada vez más capacidad de los sujetos para producir, leer e interpretar diferentes discursos. Para apoyar la discusión, estudios de Rojo (2010); Kleiman (2007); Marcuschi (2011); Martelottaet al. (2011), entre otros, se destacaron con el fin de ampliar y contribuir a la relación de investigación propuesta: inculcar significado en el acto de escribir en la escuela. Para ello, la investigación se basa en la realización entre la lectura y la interpretación de un género multisemiótico, el cine, como una de las etapas de un proyecto titulado “Voluntariado y responsabilidad social”. Las producciones resultantes dejan claro que vincular la escritura a propuestas ampliadas en cierto sentido permite al alumno realizar esta tarea con autonomía y protagonismo, uno de los pilares de la Competencia 3 del Currículo Base Común Nacional (BNCC).O presente trabalho busca discutir propostas eficazes no processo de ensino e aprendizagem da produção de textos na etapa final da Educação Básica: o Ensino Médio. Tal estudo se justifica, não somente, mas de forma expressiva, pela demanda que as tecnologias de informação e comunicação (TICs) apresentam aos sujeitos que desejam participar ativamente da sociedade em que vivem. Por esse motivo, maneiras diversificadas de interagir exigem cada vez mais capacidade para produzir, ler e interpretar discursos variados. Para embasar a discussão, estudos de Rojo (2010); Kleiman (2007); Marcuschi (2011); Martelottaet al. (2011), entre outros, contribuíram com a análise pretendida. Para tanto, a pesquisa se constrói na relação entre leitura e interpretação de um gênero multissemiótico – o filme – como uma das etapas do projeto “Voluntariado e responsabilidade social”. As produções resultadas deixam claro que atrelar a escrita a atividades ampliadas em sentido possibilita ao aluno exercer tal tarefa com autonomia e protagonismo, um dos pilares da Competência 3 da BNCC.Universidade Estadual de Londrina2022-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa de campoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4340110.5433/1519-5392.2022v22n1p89Entretextos; v. 22 n. 1 (2022); 89-1042764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/43401/32513Copyright (c) 2022 Entretextosinfo:eu-repo/semantics/openAccessda Silva Luz, Iussara Any2022-07-11T16:24:48Zoai:ojs.pkp.sfu.ca:article/43401Revistahttps://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:2022-07-11T16:24:48Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Written production as a practice of meaning
La producción escrita como práctica de significado
A produção escrita enquanto prática de sentido
title Written production as a practice of meaning
spellingShingle Written production as a practice of meaning
da Silva Luz, Iussara Any
Text production. High school. Literacy practices.
Producción de texto. Escuela secundaria. Prácticas alfabetizadas.
Produção de texto. Ensino médio. Práticas letradas.
title_short Written production as a practice of meaning
title_full Written production as a practice of meaning
title_fullStr Written production as a practice of meaning
title_full_unstemmed Written production as a practice of meaning
title_sort Written production as a practice of meaning
author da Silva Luz, Iussara Any
author_facet da Silva Luz, Iussara Any
author_role author
dc.contributor.author.fl_str_mv da Silva Luz, Iussara Any
dc.subject.por.fl_str_mv Text production. High school. Literacy practices.
Producción de texto. Escuela secundaria. Prácticas alfabetizadas.
Produção de texto. Ensino médio. Práticas letradas.
topic Text production. High school. Literacy practices.
Producción de texto. Escuela secundaria. Prácticas alfabetizadas.
Produção de texto. Ensino médio. Práticas letradas.
description This paper seeks to discuss effective proposals in the process of teaching and learning writing in the final stage of Basic Education: High School. Such a study is justified, not only, but expressively, by the demand that information and communication technologies (ICTs) present to subjects who wish to participate actively in the society in which they live. For this reason, diversified ways of interacting demand more and more capacity to produce, read and interpret different discourses. To support the discussion, studies by Rojo (2010); Kleiman (2007); Marcuschi (2011); Martelottaet al. (2011), among others, contributed to the intended analysis. With this objective, the research is built on the relationship between reading and interpreting a multisemiotic genre - the film - as one of the stages of the project “Volunteering and social responsibility”. The resulting productions make it clear that linking writing to broader meaning-making activities allows students to carry out this task with autonomy and protagonism, one of the pillars of the Brazilian National Guidelines.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Pesquisa de campo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/43401
10.5433/1519-5392.2022v22n1p89
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/43401
identifier_str_mv 10.5433/1519-5392.2022v22n1p89
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/43401/32513
dc.rights.driver.fl_str_mv Copyright (c) 2022 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 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. 22 n. 1 (2022); 89-104
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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