A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
Texto Completo: | http://www.repositorio.ufc.br/handle/riufc/44920 |
Resumo: | Proverbs constitute a rich linguistic resource used in the miscellaneous texts that circulate socially, since such phraseological units are present in miscellaneous communicative situations. In the context of Portuguese language teaching, in view of the marginal character given to these elements, they lack adequate didactic treatment. As a result, we propose in this research the study of these units in the construction of meanings of the text because we consider such a pertinent and relevant study to the student in his linguistic and social interaction practices, besides gathering diverse knowledge in which crisscross linguistic, pragmatic, discursive and sociolinguistic elements of great relevance for the reading comprehension of the students. Through these ideas, this research aimed to work with the proverbs in order to favor the development of the discursive competence of students of a School of the State Education System, with the intention of contributing to an effective mastery of the reading practices. As a theoretical framework that bases the studies of Phraseology, we elected Succi (2006), Monteiro-Plantin (2014) and Núñez-Román (2015). Related to the aspects of Reading and to the issues that permeate the School Literacy, we focus on the studies of Smith (1989), Solé (1989), Kleiman (2002), (2004), (2007), (2010) and Soares (2010). Regarding the collection and analysis procedures, we characterize the research as an action research in which we use an adaptation of the didactic sequence proposed by Dolz; Noverraz and Schneuwly (2004), since this procedure is configured as a set of activities that involve the intrinsic aspects of the present theme and aims to solve a didactic problem. The analysis of the data allowed us to identify progress in the observed productions after the application of the didactic sequence, especially in the understanding of proverbs in various texts, pointing to the efficiency of this procedure as a didactic proposal for the work with proverbs in the Portuguese language reading classes. |
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A reconstrução do sentido de provérbios nas aulas de Língua PortuguesaFraseodidáticaProvérbiosSequência didáticaPhraseodidacticProverbsProverbs constitute a rich linguistic resource used in the miscellaneous texts that circulate socially, since such phraseological units are present in miscellaneous communicative situations. In the context of Portuguese language teaching, in view of the marginal character given to these elements, they lack adequate didactic treatment. As a result, we propose in this research the study of these units in the construction of meanings of the text because we consider such a pertinent and relevant study to the student in his linguistic and social interaction practices, besides gathering diverse knowledge in which crisscross linguistic, pragmatic, discursive and sociolinguistic elements of great relevance for the reading comprehension of the students. Through these ideas, this research aimed to work with the proverbs in order to favor the development of the discursive competence of students of a School of the State Education System, with the intention of contributing to an effective mastery of the reading practices. As a theoretical framework that bases the studies of Phraseology, we elected Succi (2006), Monteiro-Plantin (2014) and Núñez-Román (2015). Related to the aspects of Reading and to the issues that permeate the School Literacy, we focus on the studies of Smith (1989), Solé (1989), Kleiman (2002), (2004), (2007), (2010) and Soares (2010). Regarding the collection and analysis procedures, we characterize the research as an action research in which we use an adaptation of the didactic sequence proposed by Dolz; Noverraz and Schneuwly (2004), since this procedure is configured as a set of activities that involve the intrinsic aspects of the present theme and aims to solve a didactic problem. The analysis of the data allowed us to identify progress in the observed productions after the application of the didactic sequence, especially in the understanding of proverbs in various texts, pointing to the efficiency of this procedure as a didactic proposal for the work with proverbs in the Portuguese language reading classes.Os provérbios se constituem como um rico recurso linguístico utilizado nos mais variados textos que circulam socialmente, visto que tais unidades fraseológicas estão presentes nas mais diversas situações comunicativas. No âmbito de ensino da Língua Portuguesa, tendo em vista o caráter marginal dado a esses elementos, carecem de um tratamento didático adequado. Em virtude disso, propomos, nessa pesquisa, o estudo destas unidades na construção de sentidos do texto por considerarmos tal estudo pertinente e relevante para o aluno em sua prática linguística e de interação social, além de reunir saberes diversos em que se entrecruzam elementos linguísticos, pragmáticos, discursivos e sociolinguísticos de grande relevância para a compreensão leitora dos discentes. Mediante a essas ideias, esta pesquisa objetivou o trabalho com os provérbios, a fim de favorecer o desenvolvimento da competência discursiva de estudantes de uma Escola da Rede Estadual de Ensino, com o intuito de contribuir para um efetivo domínio das práticas leitoras. Como arcabouço teórico que embasa os estudos da Fraseologia, elegemos Succi (2006), Monteiro-Plantin (2014) e Núñez-Román (2015). Relacionados com os aspectos da Leitura e com as questões que permeiam o Letramento Escolar nos debruçamos nos estudos de Smith (1989), Solé (1989), Kleiman (2002), (2004), (2007), (2010) e Soares (2010). Quanto aos procedimentos de coleta e análise, caracterizamos a pesquisa como uma pesquisa-ação na qual nos utilizamos de uma adaptação da sequência didática proposta por Dolz; Noverraz e Schneuwly (2004), visto que tal procedimento se configura como um conjunto de atividades que envolvem os aspectos intrínsecos ao tema em questão e tem por objetivo a resolução de um problema didático. A análise dos dados nos permitiu identificar progressos nas produções observadas após a aplicação da sequência didática, sobretudo na compreensão dos sentidos dos provérbios em diversos textos, apontando assim para a eficiência de tal procedimento como proposta didática para o trabalho com provérbios nas aulas de leitura de Língua Portuguesa.Plantin, Rosemeire Selma MonteiroAndrade, Ana Paula Oliveira de2019-08-21T12:02:51Z2019-08-21T12:02:51Z2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfANDRADE, Ana Paula Oliveira de. A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa. 2019. 316f. - Dissertação (mestrado) - Universidade Federal do Ceará, Centro de Humanidades, Programa de Pós-graduação Profissional em Letras, Mestrado Profissional em Letras, Fortaleza (CE), 2019.http://www.repositorio.ufc.br/handle/riufc/44920porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2019-08-21T12:02:52Zoai:repositorio.ufc.br:riufc/44920Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:15:37.895056Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
title |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
spellingShingle |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa Andrade, Ana Paula Oliveira de Fraseodidática Provérbios Sequência didática Phraseodidactic Proverbs |
title_short |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
title_full |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
title_fullStr |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
title_full_unstemmed |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
title_sort |
A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa |
author |
Andrade, Ana Paula Oliveira de |
author_facet |
Andrade, Ana Paula Oliveira de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Plantin, Rosemeire Selma Monteiro |
dc.contributor.author.fl_str_mv |
Andrade, Ana Paula Oliveira de |
dc.subject.por.fl_str_mv |
Fraseodidática Provérbios Sequência didática Phraseodidactic Proverbs |
topic |
Fraseodidática Provérbios Sequência didática Phraseodidactic Proverbs |
description |
Proverbs constitute a rich linguistic resource used in the miscellaneous texts that circulate socially, since such phraseological units are present in miscellaneous communicative situations. In the context of Portuguese language teaching, in view of the marginal character given to these elements, they lack adequate didactic treatment. As a result, we propose in this research the study of these units in the construction of meanings of the text because we consider such a pertinent and relevant study to the student in his linguistic and social interaction practices, besides gathering diverse knowledge in which crisscross linguistic, pragmatic, discursive and sociolinguistic elements of great relevance for the reading comprehension of the students. Through these ideas, this research aimed to work with the proverbs in order to favor the development of the discursive competence of students of a School of the State Education System, with the intention of contributing to an effective mastery of the reading practices. As a theoretical framework that bases the studies of Phraseology, we elected Succi (2006), Monteiro-Plantin (2014) and Núñez-Román (2015). Related to the aspects of Reading and to the issues that permeate the School Literacy, we focus on the studies of Smith (1989), Solé (1989), Kleiman (2002), (2004), (2007), (2010) and Soares (2010). Regarding the collection and analysis procedures, we characterize the research as an action research in which we use an adaptation of the didactic sequence proposed by Dolz; Noverraz and Schneuwly (2004), since this procedure is configured as a set of activities that involve the intrinsic aspects of the present theme and aims to solve a didactic problem. The analysis of the data allowed us to identify progress in the observed productions after the application of the didactic sequence, especially in the understanding of proverbs in various texts, pointing to the efficiency of this procedure as a didactic proposal for the work with proverbs in the Portuguese language reading classes. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-21T12:02:51Z 2019-08-21T12:02:51Z 2019 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
ANDRADE, Ana Paula Oliveira de. A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa. 2019. 316f. - Dissertação (mestrado) - Universidade Federal do Ceará, Centro de Humanidades, Programa de Pós-graduação Profissional em Letras, Mestrado Profissional em Letras, Fortaleza (CE), 2019. http://www.repositorio.ufc.br/handle/riufc/44920 |
identifier_str_mv |
ANDRADE, Ana Paula Oliveira de. A reconstrução do sentido de provérbios nas aulas de Língua Portuguesa. 2019. 316f. - Dissertação (mestrado) - Universidade Federal do Ceará, Centro de Humanidades, Programa de Pós-graduação Profissional em Letras, Mestrado Profissional em Letras, Fortaleza (CE), 2019. |
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http://www.repositorio.ufc.br/handle/riufc/44920 |
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