Práticas discursivas na sala de aula: articulando análise linguística com a leitura

• Autor(a) principal: Bastos, Andreza de Oliveira Pullig
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14525
• topic: Grammar; Genres; Linguistic analysis; Teaching; Gramática; Gêneros textuais; Análise linguística; Ensino; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This research presents a teaching proposal developed in the Professional Master's Degree in Literature - PROFLETRAS, with seventh year elementary school students from a municipal school located in Magé, municipality of the State of Rio de Janeiro. This proposal is based on the assumption that the domain of reading and writing is the condition for the subject to make use of language with autonomy, creating and recreating meanings from the texts he reads and writes. However, the several years of study have not provided this for many public school students. The practice of linguistic analysis (AL), distanced from the mere teaching of grammatical norms and nomenclatures, favors the process of reading and producing texts in the classroom, through the association between genres, text, and grammar. However, although theoretical foundations and methodological guidelines have been produced and disseminated in recent years on this subject, the teaching of grammatical aspects remains a challenge for many educators. Thus, the objective of this work is to present a didactic proposal that seeks to implement ways of performing the AL practice, contributing to the re-signification of the school practice, regarding the teaching of reading and writing of the genres, daily intimate, as a priority As a didactic course to reach this objective, it was based on the conception of didactic sequence, presented by Dolz, Schneuwly and Noverraz (2004, p.81). It is a qualitative research, traced by action-research methodology, in which the text produced by the student constitutes the guiding element of the actions triggered in the investigative process, since it is the elementary unit for the analysis of the data that served as corpus the research.