Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação

Detalhes bibliográficos
Autor(a) principal: Nascimento, Juliana Fontes dos Santos
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: http://ri.ufs.br/jspui/handle/riufs/15720
Resumo: The reflection about the problematic of reading and writing is of paramount importance at school. Analyzing the studies and activities that enable the formation of proficient readers and writers is something necessary so that paths for renewal and qualification in pedagogical practice can be presented. Thus, this research aims to propose a work of reading and rewriting the genre fable with a focus on the use of punctuation marks. The need for studies on this subject consists in the fact that there is little exploration and reflection on punctuation both in the field of reading and in writing, given the importance of this content for the constitution of meanings in the texts. Besides to this, it is also proposed to show that the didatic book still does not present a satisfactory approach regarding the teaching of punctuation, since it brings a heap of rules applied at the phrasal level, thus making teaching decontextualized and inefficient. Thus, in this context, we seek to present proposals for teaching and learning punctuation from an enunciative-discursive perspective. Based on the assumption that the use of punctuation is a socio-historical construction, as it involves a set of social practices, we seek the contributions of Ferreiro (1996), Rocha (1997), Cardoso (2002), Dahlet (2006) and Ferrarezi (2018), in order to present the historical path that the use of punctuation has taken up to the present day, as well as to present the concepts of punctuation and the approach of these marks carried out at school. In the discursive domain about working with the textual genre and under the perspective of Sociodiscursive Interactionism, the contributions of Bronckart (2012), Dolz and Schnewuly (2004) and Marcuschi (2008). In order to highlight the characteristics of the fable genre, Coelho (2000) and Bagno (2002) contributed significantly. Under the light of the theoretical framework, we adopted action research as a methodological procedure, which gave us support to develop activities in the format of a didactic sequence, in a 9th grade class, from Elementary School II, located in the city of Lagarto-SE. Aiming to offer subsidies for a new teaching-learning practice of punctuation in an enunciative-discursive perspective, this research presents in its composition a pedagogical notebook consisting of activities associated with the fable genre that contribute to the reflection and the conscious use of these signs in the text written.
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spelling Nascimento, Juliana Fontes dos SantosSilva, José Ricardo Carvalho da2022-05-19T17:20:02Z2022-05-19T17:20:02Z2020-07-30NASCIMENTO, Juliana Fontes dos Santos. Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020.http://ri.ufs.br/jspui/handle/riufs/15720The reflection about the problematic of reading and writing is of paramount importance at school. Analyzing the studies and activities that enable the formation of proficient readers and writers is something necessary so that paths for renewal and qualification in pedagogical practice can be presented. Thus, this research aims to propose a work of reading and rewriting the genre fable with a focus on the use of punctuation marks. The need for studies on this subject consists in the fact that there is little exploration and reflection on punctuation both in the field of reading and in writing, given the importance of this content for the constitution of meanings in the texts. Besides to this, it is also proposed to show that the didatic book still does not present a satisfactory approach regarding the teaching of punctuation, since it brings a heap of rules applied at the phrasal level, thus making teaching decontextualized and inefficient. Thus, in this context, we seek to present proposals for teaching and learning punctuation from an enunciative-discursive perspective. Based on the assumption that the use of punctuation is a socio-historical construction, as it involves a set of social practices, we seek the contributions of Ferreiro (1996), Rocha (1997), Cardoso (2002), Dahlet (2006) and Ferrarezi (2018), in order to present the historical path that the use of punctuation has taken up to the present day, as well as to present the concepts of punctuation and the approach of these marks carried out at school. In the discursive domain about working with the textual genre and under the perspective of Sociodiscursive Interactionism, the contributions of Bronckart (2012), Dolz and Schnewuly (2004) and Marcuschi (2008). In order to highlight the characteristics of the fable genre, Coelho (2000) and Bagno (2002) contributed significantly. Under the light of the theoretical framework, we adopted action research as a methodological procedure, which gave us support to develop activities in the format of a didactic sequence, in a 9th grade class, from Elementary School II, located in the city of Lagarto-SE. Aiming to offer subsidies for a new teaching-learning practice of punctuation in an enunciative-discursive perspective, this research presents in its composition a pedagogical notebook consisting of activities associated with the fable genre that contribute to the reflection and the conscious use of these signs in the text written.A reflexão sobre a problemática da leitura e da escrita é de suma importância na escola. Analisar os estudos e as atividades que propiciem a formação de leitores e escritores proficientes é algo necessário para que se possam apresentar caminhos de renovação e qualificação na prática pedagógica. Assim, objetiva-se, nesta pesquisa, propor um trabalho de leitura e de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação. A necessidade de estudos acerca desta temática consiste no fato de haver pouca exploração e reflexão sobre a pontuação tanto no campo da leitura quanto no da escrita, haja vista a importância desse conteúdo para a constituição de sentidos nos textos. Aliado a isso, propõe-se ainda mostrar que o livro didático ainda não apresenta uma abordagem satisfatória quanto ao ensino da pontuação, visto que nele é trazido um amontoado de regras aplicadas em nível frasal, tornando, dessa forma, o ensino descontextualizado e ineficiente. Assim, diante deste contexto, buscamos apresentar propostas de ensino-aprendizagem da pontuação sob uma perspectiva enunciativa-discursiva. Partindo do pressuposto de que o uso da pontuação é uma construção sócio-histórica, pois envolve um conjunto de práticas sociais, buscamos as contribuições de Ferreiro (1996), Rocha (1997), Cardoso (2002), Dahlet (2006) e Ferrarezi (2018), a fim de apresentar o percurso histórico que o uso da pontuação percorreu até os dias atuais, como também apresentar as concepções de pontuação e a abordagem destas marcas realizadas na escola. No domínio discursivo acerca do trabalho com o gênero textual e sob a perspectiva do Interacionismo Sociodiscursivo, destacam-se as contribuições de Bronckart (2012), Dolz e Schnewuly (2004) e Marcuschi (2008). A fim de evidenciar as características do gênero fábula, contribuíram de forma significativa Coelho (2000) e Bagno (2002). Sob a luz do referencial teórico abordado, adotamos como procedimento metodológico a pesquisa-ação, que nos deu suporte para desenvolvermos atividades em formato de sequência didática, em uma turma de 9º ano, do Ensino Fundamental, ciclo II, situada na cidade de Lagarto-SE. Vislumbrando oferecer subsídios para uma nova prática de ensino-aprendizagem da pontuação em uma perspectiva enunciativa-discursiva, este trabalho apresenta em sua composição um caderno pedagógico constituído de atividades associadas ao gênero fábula que contribuem para a reflexão e para o uso consciente desses sinais no texto escrito.ItabaianaporFábulasLíngua portuguesaPontuaçãoEscritaLeituraFablePunctuation marksWritingReadingPrática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15720/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdfJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdfapplication/pdf10783540https://ri.ufs.br/jspui/bitstream/riufs/15720/2/JULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf20a67b38ea04739b57a5fd1385bb9eafMD52TEXTJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.txtJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.txtExtracted texttext/plain365066https://ri.ufs.br/jspui/bitstream/riufs/15720/3/JULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.txtf2eb27cfc1a3cf788e6af9a2b96b467eMD53THUMBNAILJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.jpgJULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.jpgGenerated Thumbnailimage/jpeg1306https://ri.ufs.br/jspui/bitstream/riufs/15720/4/JULIANA_FONTES_DOS_SANTOS_NASCIMENTO.pdf.jpg6d0f0fc0843855254eeb152b003a2f0cMD54riufs/157202022-05-19 14:20:06.705oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-19T17:20:06Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.pt_BR.fl_str_mv Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
title Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
spellingShingle Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
Nascimento, Juliana Fontes dos Santos
Fábulas
Língua portuguesa
Pontuação
Escrita
Leitura
Fable
Punctuation marks
Writing
Reading
title_short Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
title_full Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
title_fullStr Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
title_full_unstemmed Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
title_sort Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação
author Nascimento, Juliana Fontes dos Santos
author_facet Nascimento, Juliana Fontes dos Santos
author_role author
dc.contributor.author.fl_str_mv Nascimento, Juliana Fontes dos Santos
dc.contributor.advisor1.fl_str_mv Silva, José Ricardo Carvalho da
contributor_str_mv Silva, José Ricardo Carvalho da
dc.subject.por.fl_str_mv Fábulas
Língua portuguesa
Pontuação
Escrita
Leitura
topic Fábulas
Língua portuguesa
Pontuação
Escrita
Leitura
Fable
Punctuation marks
Writing
Reading
dc.subject.eng.fl_str_mv Fable
Punctuation marks
Writing
Reading
description The reflection about the problematic of reading and writing is of paramount importance at school. Analyzing the studies and activities that enable the formation of proficient readers and writers is something necessary so that paths for renewal and qualification in pedagogical practice can be presented. Thus, this research aims to propose a work of reading and rewriting the genre fable with a focus on the use of punctuation marks. The need for studies on this subject consists in the fact that there is little exploration and reflection on punctuation both in the field of reading and in writing, given the importance of this content for the constitution of meanings in the texts. Besides to this, it is also proposed to show that the didatic book still does not present a satisfactory approach regarding the teaching of punctuation, since it brings a heap of rules applied at the phrasal level, thus making teaching decontextualized and inefficient. Thus, in this context, we seek to present proposals for teaching and learning punctuation from an enunciative-discursive perspective. Based on the assumption that the use of punctuation is a socio-historical construction, as it involves a set of social practices, we seek the contributions of Ferreiro (1996), Rocha (1997), Cardoso (2002), Dahlet (2006) and Ferrarezi (2018), in order to present the historical path that the use of punctuation has taken up to the present day, as well as to present the concepts of punctuation and the approach of these marks carried out at school. In the discursive domain about working with the textual genre and under the perspective of Sociodiscursive Interactionism, the contributions of Bronckart (2012), Dolz and Schnewuly (2004) and Marcuschi (2008). In order to highlight the characteristics of the fable genre, Coelho (2000) and Bagno (2002) contributed significantly. Under the light of the theoretical framework, we adopted action research as a methodological procedure, which gave us support to develop activities in the format of a didactic sequence, in a 9th grade class, from Elementary School II, located in the city of Lagarto-SE. Aiming to offer subsidies for a new teaching-learning practice of punctuation in an enunciative-discursive perspective, this research presents in its composition a pedagogical notebook consisting of activities associated with the fable genre that contribute to the reflection and the conscious use of these signs in the text written.
publishDate 2020
dc.date.issued.fl_str_mv 2020-07-30
dc.date.accessioned.fl_str_mv 2022-05-19T17:20:02Z
dc.date.available.fl_str_mv 2022-05-19T17:20:02Z
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dc.identifier.citation.fl_str_mv NASCIMENTO, Juliana Fontes dos Santos. Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020.
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identifier_str_mv NASCIMENTO, Juliana Fontes dos Santos. Prática de reescrita do gênero fábula com enfoque no uso dos sinais de pontuação. 2020. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, 2020.
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