Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental

Detalhes bibliográficos
Autor(a) principal: Rocha, Maria Edriana dos Santos
Data de Publicação: 2015
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/6451
Resumo: The teaching of Portuguese Language, in general, has not fulfilled effectively with its role to ensure formation of elementary school students from public school as the reader and producer text. This finding, it was evidenced on the results of the official assessments conducted by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), the sample Anresc/Prova Brasil, that encouraged our search for theories that support the elaboration of teaching proposal that contributes to encourage the development of competence and skills necessary for the formation of a reader and a proficient author. We identified that, in the final years of elementary school, students have severe difficulties in understanding, analyze, relate content and information in texts of argue domain. This difficulty gets worse in the act of producing texts. We seek at the discourse theories epistemological foundations for this work, with the neo-rhetorical Perelman and Olbrechts-Tyteca (1996) and Meyer (2008). Also supported our discussions, the theory of multimodality Kress and Van Leeuwen, with Brito and Sampaio (2013); studies of textual genres /discursive, as Bakhtin, Bazerman, Marcuschi and Miller; the conceptions of reading, with Zilberman (2012), and literacy, with Kleiman as well as those adopted by the NCP and the official evaluations. Considering that the digital and multimodal universe, in which the young students are inserted, the objective this work was to search for reading and writing strategies and elaborate a teaching proposal with an emphasis of production in texts to the universe argue, for the 9th year elementary school, through the use of creating a Facebook group and the application of rhetorical concepts and reasoning in copyright posts of this social network. This research resulted in the development of an educational book for the teacher, entitled Rhetoric, Argumentation and Facebook: Reading and Writing Practice for the 9th year of elementary school (those indicated in lowercase). In the context of the complexity of the phenomena involving language teaching as well as the various theories about language, this work serves as a possible opening of argument and persuasion studies in discursive perspective, focused on the Portuguese language teaching in elementary school, without any pretension of exhausting the possibilities for studies in this area. We intend, therefore, help to bring theories of the language study of real and daily practical of teaching Portuguese language, in speech perspective, to enable students to develop their reading competence and producing texts, using a resource so used for them: the social network Facebook.
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spelling Rocha, Maria Edriana dos SantosMariano, Márcia Regina Curado Pereirahttp://lattes.cnpq.br/28646166688344712017-09-27T19:44:38Z2017-09-27T19:44:38Z2015-07-30ROCHA, Maria Edriana dos Santos. Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental. 2015. 126 f. Dissertação ( Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2015 .https://ri.ufs.br/handle/riufs/6451The teaching of Portuguese Language, in general, has not fulfilled effectively with its role to ensure formation of elementary school students from public school as the reader and producer text. This finding, it was evidenced on the results of the official assessments conducted by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), the sample Anresc/Prova Brasil, that encouraged our search for theories that support the elaboration of teaching proposal that contributes to encourage the development of competence and skills necessary for the formation of a reader and a proficient author. We identified that, in the final years of elementary school, students have severe difficulties in understanding, analyze, relate content and information in texts of argue domain. This difficulty gets worse in the act of producing texts. We seek at the discourse theories epistemological foundations for this work, with the neo-rhetorical Perelman and Olbrechts-Tyteca (1996) and Meyer (2008). Also supported our discussions, the theory of multimodality Kress and Van Leeuwen, with Brito and Sampaio (2013); studies of textual genres /discursive, as Bakhtin, Bazerman, Marcuschi and Miller; the conceptions of reading, with Zilberman (2012), and literacy, with Kleiman as well as those adopted by the NCP and the official evaluations. Considering that the digital and multimodal universe, in which the young students are inserted, the objective this work was to search for reading and writing strategies and elaborate a teaching proposal with an emphasis of production in texts to the universe argue, for the 9th year elementary school, through the use of creating a Facebook group and the application of rhetorical concepts and reasoning in copyright posts of this social network. This research resulted in the development of an educational book for the teacher, entitled Rhetoric, Argumentation and Facebook: Reading and Writing Practice for the 9th year of elementary school (those indicated in lowercase). In the context of the complexity of the phenomena involving language teaching as well as the various theories about language, this work serves as a possible opening of argument and persuasion studies in discursive perspective, focused on the Portuguese language teaching in elementary school, without any pretension of exhausting the possibilities for studies in this area. We intend, therefore, help to bring theories of the language study of real and daily practical of teaching Portuguese language, in speech perspective, to enable students to develop their reading competence and producing texts, using a resource so used for them: the social network Facebook.O ensino de língua portuguesa, de modo geral, não tem cumprido com eficiência o seu papel de garantir a formação leitora e produtora de textos dos estudantes do ensino fundamental das escolas públicas. Tal constatação, evidenciada nos resultados das avaliações oficiais realizadas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira(Inep), a exemplo da Anresc/Prova Brasil, deu impulso à nossa busca por teorias que respaldassem a elaboração de uma proposta de ensino que contribua para favorecer o desenvolvimento de competências e habilidades necessárias para a formação de um leitor e de um autor proficientes. Identificamos que, nas séries finais do ensino fundamental, os alunos apresentam sérias dificuldades em compreender, analisar, relacionar conteúdos e informações em textos do domínio do argumentar. Essa dificuldade se agrava no ato de produzir textos. Buscamos nas teorias do discurso as bases epistemológicas para este trabalho, com os neo-retóricos Perelman e Olbrechts-Tyteca (1996) e com Meyer (2008). Apoiaram, ainda, nossas discussões, a teoria da multimodalidade de Kress e Van Leeuwen, com Brito e Sampaio (2013); os estudos de gêneros discursivos/textuais, conforme Bakhtin, Bazerman, Marcuschi e Miller; as concepções de leitura, com Zilberman (2012), e de letramento, com Kleiman, bem como as adotadas pelos PCN e pelas avaliações oficiais. Tendo em vista o universo digital e multimodal, no qual os jovens estudantes estão inseridos, tivemos por objetivo pesquisar estratégias de leitura e escrita e elaborar uma proposta de ensino com ênfase em atividades de produção de textos do universo do argumentar, para o 9º ano do ensino fundamental, por meio do recurso à criação de um grupo do Facebook e da aplicação dos conceitos de retórica e argumentação em postagens autorais dessa rede social. Esta pesquisa resultou na elaboração de um caderno pedagógico para o professor, intitulado Retórica, Argumentação e Facebook: práticas de leitura e escrita para o 9º ano do ensino fundamental. No contexto da complexidade dos fenômenos envolvendo o ensino de língua, bem como as diversas teorias sobre a linguagem, este trabalho se coloca apenas como uma abertura possível dos estudos de argumentação e persuasão, na perspectiva discursiva, voltados para o ensino de língua portuguesa no ensino fundamental, sem qualquer pretensão de esgotar as possibilidades de estudos nessa área. Pretendemos, portanto, contribuir para aproximar teorias de estudos da linguagem da prática real e diária de ensino da língua, na perspectiva do discurso, a fim de possibilitar aos estudantes o desenvolvimento de suas competências leitora e produtora de textos, recorrendo a um recurso tão utilizado por eles: a rede social Facebook.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de SergipePós-Graduação Profissional em LetrasUFSBrasilArgumentaçãoEscritaFacebookLeitura (Ensino de primeiro grau)RetóricaCríticaArgumentationReadingRhetoricWritingLINGUISTICA, LETRAS E ARTES::LETRASRetórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALMARIA_EDRIANA_SANTOS_ROCHA.pdfapplication/pdf1410951https://ri.ufs.br/jspui/bitstream/riufs/6451/1/MARIA_EDRIANA_SANTOS_ROCHA.pdf878860daac0392f1b390f346a91dcde3MD51Maria Edriana - Caderno Pedagógico.pdfapplication/pdf1130340https://ri.ufs.br/jspui/bitstream/riufs/6451/2/Maria%20Edriana%20-%20Caderno%20Pedag%c3%b3gico.pdf01057e35aba0e9ee9e093f402e9b7ce9MD52TEXTMARIA_EDRIANA_SANTOS_ROCHA.pdf.txtMARIA_EDRIANA_SANTOS_ROCHA.pdf.txtExtracted texttext/plain290519https://ri.ufs.br/jspui/bitstream/riufs/6451/3/MARIA_EDRIANA_SANTOS_ROCHA.pdf.txt97fe75423b29d8ef37dde0169ddb1ee3MD53Maria Edriana - Caderno Pedagógico.pdf.txtMaria Edriana - Caderno Pedagógico.pdf.txtExtracted texttext/plain122839https://ri.ufs.br/jspui/bitstream/riufs/6451/5/Maria%20Edriana%20-%20Caderno%20Pedag%c3%b3gico.pdf.txt33605846651538012c87f23ac5be86fcMD55THUMBNAILMARIA_EDRIANA_SANTOS_ROCHA.pdf.jpgMARIA_EDRIANA_SANTOS_ROCHA.pdf.jpgGenerated Thumbnailimage/jpeg1438https://ri.ufs.br/jspui/bitstream/riufs/6451/4/MARIA_EDRIANA_SANTOS_ROCHA.pdf.jpgdaaed08a3c8e8643e5e6a4b11802aba4MD54Maria Edriana - Caderno Pedagógico.pdf.jpgMaria Edriana - Caderno Pedagógico.pdf.jpgGenerated Thumbnailimage/jpeg1421https://ri.ufs.br/jspui/bitstream/riufs/6451/6/Maria%20Edriana%20-%20Caderno%20Pedag%c3%b3gico.pdf.jpg1f665a8f1d8bc889b2f32d659abdb02eMD56riufs/64512018-01-15 21:03:03.428oai:ufs.br:riufs/6451Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-01-16T00:03:03Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
title Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
spellingShingle Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
Rocha, Maria Edriana dos Santos
Argumentação
Escrita
Facebook
Leitura (Ensino de primeiro grau)
Retórica
Crítica
Argumentation
Reading
Rhetoric
Writing
LINGUISTICA, LETRAS E ARTES::LETRAS
title_short Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
title_full Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
title_fullStr Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
title_full_unstemmed Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
title_sort Retórica, argumentação e facebook : outros olhares para a leitura e a produção de texto no ensino fundamental
author Rocha, Maria Edriana dos Santos
author_facet Rocha, Maria Edriana dos Santos
author_role author
dc.contributor.author.fl_str_mv Rocha, Maria Edriana dos Santos
dc.contributor.advisor1.fl_str_mv Mariano, Márcia Regina Curado Pereira
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2864616668834471
contributor_str_mv Mariano, Márcia Regina Curado Pereira
dc.subject.por.fl_str_mv Argumentação
Escrita
Facebook
Leitura (Ensino de primeiro grau)
Retórica
Crítica
topic Argumentação
Escrita
Facebook
Leitura (Ensino de primeiro grau)
Retórica
Crítica
Argumentation
Reading
Rhetoric
Writing
LINGUISTICA, LETRAS E ARTES::LETRAS
dc.subject.eng.fl_str_mv Argumentation
Reading
Rhetoric
Writing
dc.subject.cnpq.fl_str_mv LINGUISTICA, LETRAS E ARTES::LETRAS
description The teaching of Portuguese Language, in general, has not fulfilled effectively with its role to ensure formation of elementary school students from public school as the reader and producer text. This finding, it was evidenced on the results of the official assessments conducted by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), the sample Anresc/Prova Brasil, that encouraged our search for theories that support the elaboration of teaching proposal that contributes to encourage the development of competence and skills necessary for the formation of a reader and a proficient author. We identified that, in the final years of elementary school, students have severe difficulties in understanding, analyze, relate content and information in texts of argue domain. This difficulty gets worse in the act of producing texts. We seek at the discourse theories epistemological foundations for this work, with the neo-rhetorical Perelman and Olbrechts-Tyteca (1996) and Meyer (2008). Also supported our discussions, the theory of multimodality Kress and Van Leeuwen, with Brito and Sampaio (2013); studies of textual genres /discursive, as Bakhtin, Bazerman, Marcuschi and Miller; the conceptions of reading, with Zilberman (2012), and literacy, with Kleiman as well as those adopted by the NCP and the official evaluations. Considering that the digital and multimodal universe, in which the young students are inserted, the objective this work was to search for reading and writing strategies and elaborate a teaching proposal with an emphasis of production in texts to the universe argue, for the 9th year elementary school, through the use of creating a Facebook group and the application of rhetorical concepts and reasoning in copyright posts of this social network. This research resulted in the development of an educational book for the teacher, entitled Rhetoric, Argumentation and Facebook: Reading and Writing Practice for the 9th year of elementary school (those indicated in lowercase). In the context of the complexity of the phenomena involving language teaching as well as the various theories about language, this work serves as a possible opening of argument and persuasion studies in discursive perspective, focused on the Portuguese language teaching in elementary school, without any pretension of exhausting the possibilities for studies in this area. We intend, therefore, help to bring theories of the language study of real and daily practical of teaching Portuguese language, in speech perspective, to enable students to develop their reading competence and producing texts, using a resource so used for them: the social network Facebook.
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