Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor

Detalhes bibliográficos
Autor(a) principal: Luz, Anne Caroline Silva da
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/5762
Resumo: This dissertation aims at listing and discuss textual genres present in the Evaluation of SCHOOL-AGE CHILDREN, called Provinha Brasil throughout five years of its implementation (2008-2012). This is a correlative study of those documents with the textbook used in the 1st and 2nd years of primary education in municipal schools in Aracaju and also the reflection of these elements in the teaching practice. The present research is based on the National Curriculum Parameters (PCN) - 1st and 2nd cycles of Portuguese Language - , since this document points to a language teaching focused on the text in which the students are able to develop the expertise to adapt their language activities in several social events. The instruments of data analysis were 1. the textual genres present in Provinha Brasil ; 2. 1st and 2nd years textbooks used in municipal schools in Aracaju; 3. Semistructured interviews with two 2nd year teachers of elementary school. The objective of the present research is: i. to map the textual genres found in Provinha Brasil from 2008 to 2012, in order to describe de numerous textual genres presented to students in the beginning of their literacy presented to students in the beginning of their literacy; ii. to analyze the 1st and 2nd textbooks, focusing on aspects of reading and textual genres to point out similarities and differences in approaches to textual genres; iii. to interview 2nd year primary school teachers to check how the professional who are in classrooms comprehend textual genres studies in that year; iv. to establish correlation between PCNs and the instruments of data analysis. It is stressed the importance of working with the textual genres in classroom dealing with its formal and functional aspects. In this regard, the discussions about textual genres are referenced to Marcuschi (2003, 2008, 2010); Bazerman (2005); Souza (2010); Mendonça (2010); Massarini (2007), Rojo (2008). The results obtained through this study were: Provinha Brasil presents great diversity of textual genres, listed 24 different genres; textbooks do not collaborate on the textual genres study to those years of education and are also far from Provinha Brasil multimodal propose; teachers are still insecure about a more promising approach regarding the studies of textual genres to learners reading, and the application of Provinha Brasil needs better instruments of data analysis; PCNs establish a dialogue between Provinha , regarding reading, and textual genres, but there is still much to be done for a more symmetrical balance between the teacher and the textbook.
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spelling Luz, Anne Caroline Silva dahttp://lattes.cnpq.br/1414152341015710Luz, Anne Caroline Silva dahttp://lattes.cnpq.br/14141523410157102017-09-27T13:40:11Z2017-09-27T13:40:11Z2014-04-04https://ri.ufs.br/handle/riufs/5762This dissertation aims at listing and discuss textual genres present in the Evaluation of SCHOOL-AGE CHILDREN, called Provinha Brasil throughout five years of its implementation (2008-2012). This is a correlative study of those documents with the textbook used in the 1st and 2nd years of primary education in municipal schools in Aracaju and also the reflection of these elements in the teaching practice. The present research is based on the National Curriculum Parameters (PCN) - 1st and 2nd cycles of Portuguese Language - , since this document points to a language teaching focused on the text in which the students are able to develop the expertise to adapt their language activities in several social events. The instruments of data analysis were 1. the textual genres present in Provinha Brasil ; 2. 1st and 2nd years textbooks used in municipal schools in Aracaju; 3. Semistructured interviews with two 2nd year teachers of elementary school. The objective of the present research is: i. to map the textual genres found in Provinha Brasil from 2008 to 2012, in order to describe de numerous textual genres presented to students in the beginning of their literacy presented to students in the beginning of their literacy; ii. to analyze the 1st and 2nd textbooks, focusing on aspects of reading and textual genres to point out similarities and differences in approaches to textual genres; iii. to interview 2nd year primary school teachers to check how the professional who are in classrooms comprehend textual genres studies in that year; iv. to establish correlation between PCNs and the instruments of data analysis. It is stressed the importance of working with the textual genres in classroom dealing with its formal and functional aspects. In this regard, the discussions about textual genres are referenced to Marcuschi (2003, 2008, 2010); Bazerman (2005); Souza (2010); Mendonça (2010); Massarini (2007), Rojo (2008). The results obtained through this study were: Provinha Brasil presents great diversity of textual genres, listed 24 different genres; textbooks do not collaborate on the textual genres study to those years of education and are also far from Provinha Brasil multimodal propose; teachers are still insecure about a more promising approach regarding the studies of textual genres to learners reading, and the application of Provinha Brasil needs better instruments of data analysis; PCNs establish a dialogue between Provinha , regarding reading, and textual genres, but there is still much to be done for a more symmetrical balance between the teacher and the textbook.Esta dissertação objetiva elencar e discutir os gêneros textuais presentes na Avaliação da Alfabetização Infantil, denominada Provinha Brasil em cinco anos de aplicação (2008-2012). Trata-se de um estudo correlato dos referidos documentos com o livro didático utilizado no 1° e 2° ano do ensino fundamental nas escolas da rede municipal de Aracaju e o reflexo desses elementos na prática docente. Fundamentamos nossa pesquisa primeiramente nos Parâmetros Curriculares Nacionais (1º e 2º ciclos de Língua Portuguesa), visto que este documento aponta para um ensino da língua pautada no texto em que o aluno seja capaz de desenvolver os conhecimentos necessários para adaptar suas atividades linguísticas nos mais variados eventos sociais. Os instrumentos de análise na pesquisa foram 1. os gêneros textuais na Provinha Brasil; 2. livro didático do 1º e 2º ano, utilizado nas escolas da rede municipal em Aracaju; 3. entrevista semiestruturada com duas professoras do 2º ano do ensino fundamental. A pesquisa teve como seguintes objetivos: i. mapear os gêneros textuais encontrados na Provinha Brasil de 2008 a 2012, a fim de descrever os diversos gêneros textuais apontados no início da escolarização; ii. analisar o livro didático do 1º e 2º ano, com foco nos aspectos de leitura e gêneros textuais para apontar semelhanças e diferenças de abordagens em relação aos gêneros textuais; iii. entrevistar professoras do 2° ano do ensino fundamental, para verificar de que modo o profissional que está em sala de aula vê o estudo dos gêneros textuais na referida série; iv. estabelecer correlação entre os PCNs e os instrumentos da pesquisa. Ressaltamos a importância de o trabalho com gêneros textuais em sala de aula abordar tanto os aspectos formais quanto os funcionais. Neste sentido, as discussões sobre os gêneros textuais têm como referência Marcuschi (2003, 2008, 2010); Bazerman (2005); Souza (2010); Mendonça (2010); Massarini (2007), Rojo (2008). Os resultados obtidos na pesquisa foram: a Provinha Brasil apresenta grande diversidade de gêneros textuais, elencados 24 gêneros diferentes; os livros didáticos pouco favorecem o estudo dos gêneros textuais para os referidos anos de ensino e eles distam da proposta multimodal da Provinha Brasil; os professores ainda se sentem inseguros em relação a uma abordagem mais promissora no estudo dos gêneros textuais para aprendizes da leitura, e a aplicação da Provinha Brasil precisa ser melhor instrumentalizada; os PCNs estabelecem um diálogo entre a Provinha referente à leitura e aos gêneros textuais, mas ainda há muito a ser feito para uma conciliação mais simétrica entre o professor e o livro didático.application/pdfporLingüísticaAvaliação educacionalLivros didáticosMaterial didáticoProfessores do ensino fundamentalProvinha BrasilFundamental educationLinguisticsTeachersTextbooksCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASOs gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Letrasinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALANNE_CAROLINE_SILVA_LUZ.pdfapplication/pdf37125505https://ri.ufs.br/jspui/bitstream/riufs/5762/1/ANNE_CAROLINE_SILVA_LUZ.pdfb8a3c317236709de21d6ca986308531fMD51TEXTANNE_CAROLINE_SILVA_LUZ.pdf.txtANNE_CAROLINE_SILVA_LUZ.pdf.txtExtracted texttext/plain207707https://ri.ufs.br/jspui/bitstream/riufs/5762/2/ANNE_CAROLINE_SILVA_LUZ.pdf.txtb6f492ff7edcf4abdbb2590fb8a77750MD52THUMBNAILANNE_CAROLINE_SILVA_LUZ.pdf.jpgANNE_CAROLINE_SILVA_LUZ.pdf.jpgGenerated Thumbnailimage/jpeg1226https://ri.ufs.br/jspui/bitstream/riufs/5762/3/ANNE_CAROLINE_SILVA_LUZ.pdf.jpgad5b81ac3fa03d6f8a2c569bf27d0f4dMD53riufs/57622018-01-15 19:47:44.931oai:ufs.br:riufs/5762Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-15T22:47:44Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
title Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
spellingShingle Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
Luz, Anne Caroline Silva da
Lingüística
Avaliação educacional
Livros didáticos
Material didático
Professores do ensino fundamental
Provinha Brasil
Fundamental education
Linguistics
Teachers
Textbooks
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
title_short Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
title_full Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
title_fullStr Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
title_full_unstemmed Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
title_sort Os gêneros textuais na aprendizagem inicial da leitura : a provinha Brasil, o livro didático e o professor
author Luz, Anne Caroline Silva da
author_facet Luz, Anne Caroline Silva da
author_role author
dc.contributor.author.fl_str_mv Luz, Anne Caroline Silva da
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1414152341015710
dc.contributor.advisor1.fl_str_mv Luz, Anne Caroline Silva da
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1414152341015710
contributor_str_mv Luz, Anne Caroline Silva da
dc.subject.por.fl_str_mv Lingüística
Avaliação educacional
Livros didáticos
Material didático
Professores do ensino fundamental
Provinha Brasil
topic Lingüística
Avaliação educacional
Livros didáticos
Material didático
Professores do ensino fundamental
Provinha Brasil
Fundamental education
Linguistics
Teachers
Textbooks
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
dc.subject.eng.fl_str_mv Fundamental education
Linguistics
Teachers
Textbooks
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
description This dissertation aims at listing and discuss textual genres present in the Evaluation of SCHOOL-AGE CHILDREN, called Provinha Brasil throughout five years of its implementation (2008-2012). This is a correlative study of those documents with the textbook used in the 1st and 2nd years of primary education in municipal schools in Aracaju and also the reflection of these elements in the teaching practice. The present research is based on the National Curriculum Parameters (PCN) - 1st and 2nd cycles of Portuguese Language - , since this document points to a language teaching focused on the text in which the students are able to develop the expertise to adapt their language activities in several social events. The instruments of data analysis were 1. the textual genres present in Provinha Brasil ; 2. 1st and 2nd years textbooks used in municipal schools in Aracaju; 3. Semistructured interviews with two 2nd year teachers of elementary school. The objective of the present research is: i. to map the textual genres found in Provinha Brasil from 2008 to 2012, in order to describe de numerous textual genres presented to students in the beginning of their literacy presented to students in the beginning of their literacy; ii. to analyze the 1st and 2nd textbooks, focusing on aspects of reading and textual genres to point out similarities and differences in approaches to textual genres; iii. to interview 2nd year primary school teachers to check how the professional who are in classrooms comprehend textual genres studies in that year; iv. to establish correlation between PCNs and the instruments of data analysis. It is stressed the importance of working with the textual genres in classroom dealing with its formal and functional aspects. In this regard, the discussions about textual genres are referenced to Marcuschi (2003, 2008, 2010); Bazerman (2005); Souza (2010); Mendonça (2010); Massarini (2007), Rojo (2008). The results obtained through this study were: Provinha Brasil presents great diversity of textual genres, listed 24 different genres; textbooks do not collaborate on the textual genres study to those years of education and are also far from Provinha Brasil multimodal propose; teachers are still insecure about a more promising approach regarding the studies of textual genres to learners reading, and the application of Provinha Brasil needs better instruments of data analysis; PCNs establish a dialogue between Provinha , regarding reading, and textual genres, but there is still much to be done for a more symmetrical balance between the teacher and the textbook.
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