Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing
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Data de Publicação: | 2020 |
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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/40699 |
Resumo: | The present study aimed to highlight ways of operating in teaching the functioning of the language from texts, more specifically through the application and analysis of a retextualization activity carried out from the fable for comic books, with the intention of understanding the movement specific aspects during the process of written retextualization between multimodal genres, carried out by a dyad of students in a class of the 6th year of elementary school. The methodology used presents a qualitative bias, with action research as a focused focus on the application of a pedagogical intervention project in the classroom, with discussion, reading and written and oral activities forged from both genres chosen for the research, and, at the end, production of retextualizations by students' pairs. The theoretical foundation brought to the investigation concerns the studies on multimodal writing (DIONISIO, 2011, 2014), going through the retextualization of speech to writing (MARCUSCHI, 2008a) and from writing to writing in the classroom (DELL'ISOLA, 2017; DIKSON, 2018a; 2019), and the corpus analyzes were performed based on the proposed text in writing-writing. The results demonstrated, in a first plan, the extreme and significant relevance of taking retextualization as a pedagogical resource present and constant in the school environment, and in a second, the analyzes allowed to apprehend that the children mark in their texts a strong encyclopedic-cultural baggage in a continuum of written, multimodal, linguistic and cognitive movements. |
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Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writingRetextualización de fábulas a cómics: un estudio sobre aspectos de la retextualización escritura en el aulaRetextualizando das fábulas aos quadrinhos: Um estudo sobre os aspectos da retextualização escrita em sala de aulaRetextualizationClassroom writingFablesComic.RetextualizaciónAula de escrituraFábulas cómic.RetextualizaçãoEscrita em sala de aulaFábulasHistória em quadrinhos.The present study aimed to highlight ways of operating in teaching the functioning of the language from texts, more specifically through the application and analysis of a retextualization activity carried out from the fable for comic books, with the intention of understanding the movement specific aspects during the process of written retextualization between multimodal genres, carried out by a dyad of students in a class of the 6th year of elementary school. The methodology used presents a qualitative bias, with action research as a focused focus on the application of a pedagogical intervention project in the classroom, with discussion, reading and written and oral activities forged from both genres chosen for the research, and, at the end, production of retextualizations by students' pairs. The theoretical foundation brought to the investigation concerns the studies on multimodal writing (DIONISIO, 2011, 2014), going through the retextualization of speech to writing (MARCUSCHI, 2008a) and from writing to writing in the classroom (DELL'ISOLA, 2017; DIKSON, 2018a; 2019), and the corpus analyzes were performed based on the proposed text in writing-writing. The results demonstrated, in a first plan, the extreme and significant relevance of taking retextualization as a pedagogical resource present and constant in the school environment, and in a second, the analyzes allowed to apprehend that the children mark in their texts a strong encyclopedic-cultural baggage in a continuum of written, multimodal, linguistic and cognitive movements.El presente estudio tiene como objetivo mostrar formas de operar en la enseñanza del funcionamiento del lenguaje a partir de textos, más específicamente a través de la aplicación y el análisis de una actividad de retextualización llevada a cabo desde la fábula para los cómics. La intención sería comprender el movimiento de aspectos específicos durante el proceso deretextualización escrita entre géneros multimodales, llevado a cabo por una diada de estudiantes en una clase del sexto año de la escuela primaria. La metodología utilizada presenta un sesgo cualitativo, con la investigación de acción como un enfoque centrado en la aplicación de un proyecto de intervención pedagógica en el aula, con discusión, lectura y actividades escritas y orales forjadas de ambos géneros elegidos para la investigación, y , al final, producción de retextualizaciones por las parejas de estudiantes. La base teórica aportada a la investigación se refiere a los estudios sobre escritura multimodal (DIONISIO, 2011, 2014), pasando por la retextualización del discurso a la escritura (MARCUSCHI, 2008a) y de la escritura a la escritura en el aula (DELL'ISOLA, 2017; DIKSON, 2018a; 2019), y los análisis de corpus se llevaron a cabo en función del texto propuesto por escrito. Los resultados demostraron, en un primer plan, la relevancia significativa de tomar la retextualización como un recurso pedagógico presente y constante en el entorno escolar, y en un segundo, los análisis permitieron comprender que los niños marcan en sus textos un fuerte bagaje enciclopédico-cultural en un continuo de movimientos. escrito, multimodal, lingüístico y cognitivo. O presente estudo tem como objetivo evidenciar maneiras de operar no ensino do funcionamento da língua a partir de textos, mais especificamente através da aplicação e análise de uma atividade de retextualização realizada da fábula para histórias em quadrinhos. A intenção seria compreender a movimentação de aspectos específicos durante o processo de retextualização escrita entre gêneros multimodais, realizado por uma díade de alunos de uma turma do 6o ano do ensino fundamental. A metodologia utilizada apresenta o viés qualitativo, com a pesquisa-ação enquanto foco carreado à aplicação de um projeto de intervenção pedagógica em sala de aula, com discussão, leitura e atividades escritas e orais forjadas a partir de ambos os gêneros eleitos à pesquisa, e, ao final, produção das retextualizações pelas duplas de alunos. A fundamentação teórica trazida para a investigação diz respeito aos estudos sobre a escrita multimodal (DIONISIO, 2011, 2014), perpassando pela retextualização da fala para escrita (MARCUSCHI, 2008a) e da escrita para escrita em sala de aula (DELL’ISOLA, 2017; DIKSON, 2018a; 2019), sendo as análises do corpus realizadas a partir do retexto proposto em escrita-escrita. Os resultados demonstraram, num primeiro plano, a significativa relevância de levar a retextualização como recurso pedagógico presente e constante no ambiente escolar, e num segundo, as análises permitiram apreender que as crianças marcam em seus textos uma forte bagagem enciclopédico-cultural num continuum de movimentos escritos, multimodais, linguísticos e cognitivos.Universidade Estadual de Londrina2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa Aplicadaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4069910.5433/1519-5392.2020v20n2p145Entretextos; v. 20 n. 2 (2020); 145-1742764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/40699/28487Copyright (c) 2020 Entretextosinfo:eu-repo/semantics/openAccessFreitas, Valéria SimõesDikson, Dennys2021-02-24T12:25:50Zoai:ojs.pkp.sfu.ca:article/40699Revistahttps://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:2021-02-24T12:25:50Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing Retextualización de fábulas a cómics: un estudio sobre aspectos de la retextualización escritura en el aula Retextualizando das fábulas aos quadrinhos: Um estudo sobre os aspectos da retextualização escrita em sala de aula |
title |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
spellingShingle |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing Freitas, Valéria Simões Retextualization Classroom writing Fables Comic. Retextualización Aula de escritura Fábulas cómic. Retextualização Escrita em sala de aula Fábulas História em quadrinhos. |
title_short |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
title_full |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
title_fullStr |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
title_full_unstemmed |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
title_sort |
Retextualizing from the fables to the comics: a study on the aspects of retextualization classroom writing |
author |
Freitas, Valéria Simões |
author_facet |
Freitas, Valéria Simões Dikson, Dennys |
author_role |
author |
author2 |
Dikson, Dennys |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freitas, Valéria Simões Dikson, Dennys |
dc.subject.por.fl_str_mv |
Retextualization Classroom writing Fables Comic. Retextualización Aula de escritura Fábulas cómic. Retextualização Escrita em sala de aula Fábulas História em quadrinhos. |
topic |
Retextualization Classroom writing Fables Comic. Retextualización Aula de escritura Fábulas cómic. Retextualização Escrita em sala de aula Fábulas História em quadrinhos. |
description |
The present study aimed to highlight ways of operating in teaching the functioning of the language from texts, more specifically through the application and analysis of a retextualization activity carried out from the fable for comic books, with the intention of understanding the movement specific aspects during the process of written retextualization between multimodal genres, carried out by a dyad of students in a class of the 6th year of elementary school. The methodology used presents a qualitative bias, with action research as a focused focus on the application of a pedagogical intervention project in the classroom, with discussion, reading and written and oral activities forged from both genres chosen for the research, and, at the end, production of retextualizations by students' pairs. The theoretical foundation brought to the investigation concerns the studies on multimodal writing (DIONISIO, 2011, 2014), going through the retextualization of speech to writing (MARCUSCHI, 2008a) and from writing to writing in the classroom (DELL'ISOLA, 2017; DIKSON, 2018a; 2019), and the corpus analyzes were performed based on the proposed text in writing-writing. The results demonstrated, in a first plan, the extreme and significant relevance of taking retextualization as a pedagogical resource present and constant in the school environment, and in a second, the analyzes allowed to apprehend that the children mark in their texts a strong encyclopedic-cultural baggage in a continuum of written, multimodal, linguistic and cognitive movements. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa Aplicada |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/40699 10.5433/1519-5392.2020v20n2p145 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/40699 |
identifier_str_mv |
10.5433/1519-5392.2020v20n2p145 |
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/40699/28487 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 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. 20 n. 2 (2020); 145-174 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 |
_version_ |
1799315389546496001 |