Literacy project and teaching sequence in OLP: proposals for reading and writing education

Detalhes bibliográficos
Autor(a) principal: Fernandes, Francisca Vaneíse Andrade
Data de Publicação: 2019
Outros Autores: Medeiros, Priscila do Vale Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Entrepalavras
Texto Completo: http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1607
Resumo: This paper aims to stress about the contributions resulted from two educational  models: a literacy project and a teaching sequence, both focusing on the reading and writing education. For this purpose, Kleiman (2000, 2006) Tinoco (2008), Oliveira, Tinoco and Santos (2011) were used as theoretical background for the analysis regarding literacy studies and Dolz and Schneuwly (2004) and Araújo (2013) for the analysis on teaching sequence model. This study used an approach based on Applied Linguistics (MOITA LOPES, 2006). Also, the analysis of two intervention studies developed in the Professional Master’s Program (PROFLETRAS) – both having participated in the Portuguese Language Olympics – was performed. The results showed that three main aspects emerged from both literacy project and teaching sequence models under analysis: writing as a social practice, production of different genres and resignification of the practice of teachers and students.
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spelling Literacy project and teaching sequence in OLP: proposals for reading and writing educationProjeto de letramento e sequência didática na OLP: propostas para o ensino de leitura e escritaLiteracy project. Teaching sequence. Reading and writing education. Writing as a social practice.Projeto de letramento. Sequência didática. Ensino de leitura e escrita. Escrita como prática social.This paper aims to stress about the contributions resulted from two educational  models: a literacy project and a teaching sequence, both focusing on the reading and writing education. For this purpose, Kleiman (2000, 2006) Tinoco (2008), Oliveira, Tinoco and Santos (2011) were used as theoretical background for the analysis regarding literacy studies and Dolz and Schneuwly (2004) and Araújo (2013) for the analysis on teaching sequence model. This study used an approach based on Applied Linguistics (MOITA LOPES, 2006). Also, the analysis of two intervention studies developed in the Professional Master’s Program (PROFLETRAS) – both having participated in the Portuguese Language Olympics – was performed. The results showed that three main aspects emerged from both literacy project and teaching sequence models under analysis: writing as a social practice, production of different genres and resignification of the practice of teachers and students.Neste artigo, pretendemos evidenciar as contribuições decorrentes de dois modelos didáticos: um projeto de letramento e uma sequência didática, ambos voltados para o ensino de leitura e escrita. Teoricamente, fundamentamo-nos nos estudos de letramento (KLEIMAN, 2000, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011) e no modelo de sequência didática (DOLZ; SCHNEUWLY, 2004; ARAÚJO, 2013). Metodologicamente, este trabalho está ancorado na Linguística Aplicada (MOITA LOPES, 2006) e, para a análise que ora nos propomos, investimos em um trabalho interpretativista dos corpora de duas pesquisas de intervenção desenvolvidas no âmbito do Mestrado Profissional em Letras (PROFLETRAS) e que tiveram em comum a participação na Olimpíada de Língua Portuguesa. A análise desses dados evidencia três contribuições que emergem do projeto de letramento e da sequência didática focalizados e que são comuns às duas propostas de ensino de leitura e escrita: escrita como prática social, produção de diferentes gêneros e ressignificação da prática de alunos e professores.Universidade Federal do CearáFernandes, Francisca Vaneíse AndradeMedeiros, Priscila do Vale Silva2019-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/160710.22168/2237-6321-31607Entrepalavras; v. 9, n. 3 (9); 360-381Entrepalavras; v. 9, n. 3 (9); 360-381Entrepalavras; v. 9, n. 3 (9); 360-381Entrepalavras; v. 9, n. 3 (9); 360-381Entrepalavras; v. 9, n. 3 (9); 360-3812237-6321reponame:Entrepalavrasinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1607/651Direitos autorais 2019 Entrepalavrasinfo:eu-repo/semantics/openAccess2019-12-23T04:16:37Zoai:ojs.localhost:article/1607Revistahttp://www.entrepalavras.ufc.br/revista/index.php/Revista/indexPUBhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/oaiwebmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br2237-63212237-6321opendoar:2019-12-23T04:16:37Entrepalavras - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Literacy project and teaching sequence in OLP: proposals for reading and writing education
Projeto de letramento e sequência didática na OLP: propostas para o ensino de leitura e escrita
title Literacy project and teaching sequence in OLP: proposals for reading and writing education
spellingShingle Literacy project and teaching sequence in OLP: proposals for reading and writing education
Fernandes, Francisca Vaneíse Andrade
Literacy project. Teaching sequence. Reading and writing education. Writing as a social practice.
Projeto de letramento. Sequência didática. Ensino de leitura e escrita. Escrita como prática social.
title_short Literacy project and teaching sequence in OLP: proposals for reading and writing education
title_full Literacy project and teaching sequence in OLP: proposals for reading and writing education
title_fullStr Literacy project and teaching sequence in OLP: proposals for reading and writing education
title_full_unstemmed Literacy project and teaching sequence in OLP: proposals for reading and writing education
title_sort Literacy project and teaching sequence in OLP: proposals for reading and writing education
author Fernandes, Francisca Vaneíse Andrade
author_facet Fernandes, Francisca Vaneíse Andrade
Medeiros, Priscila do Vale Silva
author_role author
author2 Medeiros, Priscila do Vale Silva
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Fernandes, Francisca Vaneíse Andrade
Medeiros, Priscila do Vale Silva
dc.subject.por.fl_str_mv Literacy project. Teaching sequence. Reading and writing education. Writing as a social practice.
Projeto de letramento. Sequência didática. Ensino de leitura e escrita. Escrita como prática social.
topic Literacy project. Teaching sequence. Reading and writing education. Writing as a social practice.
Projeto de letramento. Sequência didática. Ensino de leitura e escrita. Escrita como prática social.
description This paper aims to stress about the contributions resulted from two educational  models: a literacy project and a teaching sequence, both focusing on the reading and writing education. For this purpose, Kleiman (2000, 2006) Tinoco (2008), Oliveira, Tinoco and Santos (2011) were used as theoretical background for the analysis regarding literacy studies and Dolz and Schneuwly (2004) and Araújo (2013) for the analysis on teaching sequence model. This study used an approach based on Applied Linguistics (MOITA LOPES, 2006). Also, the analysis of two intervention studies developed in the Professional Master’s Program (PROFLETRAS) – both having participated in the Portuguese Language Olympics – was performed. The results showed that three main aspects emerged from both literacy project and teaching sequence models under analysis: writing as a social practice, production of different genres and resignification of the practice of teachers and students.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-13
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1607
10.22168/2237-6321-31607
url http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1607
identifier_str_mv 10.22168/2237-6321-31607
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1607/651
dc.rights.driver.fl_str_mv Direitos autorais 2019 Entrepalavras
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 Entrepalavras
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Ceará
publisher.none.fl_str_mv Universidade Federal do Ceará
dc.source.none.fl_str_mv Entrepalavras; v. 9, n. 3 (9); 360-381
Entrepalavras; v. 9, n. 3 (9); 360-381
Entrepalavras; v. 9, n. 3 (9); 360-381
Entrepalavras; v. 9, n. 3 (9); 360-381
Entrepalavras; v. 9, n. 3 (9); 360-381
2237-6321
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instname:Universidade Federal do Ceará (UFC)
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instname_str Universidade Federal do Ceará (UFC)
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reponame_str Entrepalavras
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