A Look at The Work with The Genre "Invitation" in Class of Literacy

Detalhes bibliográficos
Autor(a) principal: Saraiva, Mônica de Araújo
Data de Publicação: 2014
Outros Autores: Costa-Hübes, Terezinha da Conceição
Tipo de documento: Artigo
Idioma: por
Título da fonte: Working Papers em Lingüística (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2014v15n1p1
Resumo: This paper is the result of studies, reflections and articulated research to the project Continuing Education for Teachers of Basic Education in the lower elementary school: actions to literacy in cities with low IDEB of Western Paraná, linked to the Centre for Education Program - CAPES/INEP. In this context, our research, in particular, focuses on actions to mediate the appropriation of writing by working with speech genres language. Thus, as part of this investigative  process, we aim in this paper to analyze the written text activities in a class of 2nd year (lower elementary school), considering a work using the gender invitation. Guided by the question:  “how mediation of the teacher, while working with speech genres from the perspective of literacy, may contribute to the acquisition of written language of students in the 2nd year of elementary school? - Intend to reflect on a didactic - methodological strategies on a qualitative research process, of the ethnographic type, endorsed by the methodology of action research, with gender invitation, from the perspective of emphasizing the importance of the teacher’s role as mediator during this teaching process. It is, therefore, a research in Applied Linguistics, using the theoretical framework of Cultural-Historical Psychology (VYGOTSKY, 1995, 2001, 2007) and the concept of Dialogic Discourse (BAKHTIN/VOLOCHINOV, 2004; BAKHTIN, 2003), being within of the socio-historical approach to language . We also seek support in theoretical studies such as Geraldi (2003, 2006), Cagliari (2009, 1998), Martins (2007), and other authors who address on the inclusion of children in social interaction through writing. The results reveal the teacher importance of “intervention” in activities that facilitate the appropriation of the written language.
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spelling A Look at The Work with The Genre "Invitation" in Class of LiteracyUm olhar para o trabalho com o gênero convite em turmas de alfabetizaçãoThis paper is the result of studies, reflections and articulated research to the project Continuing Education for Teachers of Basic Education in the lower elementary school: actions to literacy in cities with low IDEB of Western Paraná, linked to the Centre for Education Program - CAPES/INEP. In this context, our research, in particular, focuses on actions to mediate the appropriation of writing by working with speech genres language. Thus, as part of this investigative  process, we aim in this paper to analyze the written text activities in a class of 2nd year (lower elementary school), considering a work using the gender invitation. Guided by the question:  “how mediation of the teacher, while working with speech genres from the perspective of literacy, may contribute to the acquisition of written language of students in the 2nd year of elementary school? - Intend to reflect on a didactic - methodological strategies on a qualitative research process, of the ethnographic type, endorsed by the methodology of action research, with gender invitation, from the perspective of emphasizing the importance of the teacher’s role as mediator during this teaching process. It is, therefore, a research in Applied Linguistics, using the theoretical framework of Cultural-Historical Psychology (VYGOTSKY, 1995, 2001, 2007) and the concept of Dialogic Discourse (BAKHTIN/VOLOCHINOV, 2004; BAKHTIN, 2003), being within of the socio-historical approach to language . We also seek support in theoretical studies such as Geraldi (2003, 2006), Cagliari (2009, 1998), Martins (2007), and other authors who address on the inclusion of children in social interaction through writing. The results reveal the teacher importance of “intervention” in activities that facilitate the appropriation of the written language.O presente texto é resultado de estudos, reflexões e pesquisas articuladas ao Projeto Formação Continuada para Professores da Educação Básica nos anos iniciais: ações voltadas para a Alfabetização em Municípios com Baixo IDEB da Região Oeste do Paraná, vinculado ao Programa Observatório da Educação – CAPES/INEP. Nesse contexto, nossa pesquisa, em específico, focaliza-se em ações de mediação na apropriação da linguagem escrita por meio do trabalho com gêneros discursivos. Assim, como parte desse processo investigativo, objetivamos, neste artigo, analisar atividades de produção escrita de textos em uma turma do 2º ano (anos iniciais), a partir de um trabalho mediado com o gênero convite. Guiadas pela indagação: “como a mediação do professor, durante o trabalho com gêneros discursivos na perspectiva da alfabetização, pode contribuir com a aquisição da linguagem escrita de alunos do 2º ano do ensino fundamental?”, pretendemos refletir sobre um encaminhamento didático-metodológico em um processo investigativo qualitativo, do tipo etnográfico, respaldado na metodologia da pesquisa-ação, com o gênero convite, na perspectiva de ressaltar a importância da mediação do professor durante esse processo de ensino. Trata-se, portanto, de uma pesquisa cunhada na Linguística Aplicada, recorrendo a aportes teóricos da Psicologia Histórico-Cultural (VYGOTSKI, 1995, 2001, 2007) e da concepção Dialógica de Discurso (BAKHTIN/VOLOCHINOV, 2004; BAKHTIN, 2003), logo, dentro da abordagem sócio-histórica da linguagem. Buscamos, também, apoio teórico nos estudos de Geraldi (2003, 2006), Cagliari (2009, 1998), Martins (2007) e em outros autores que abordam sobre a inserção da criança na interação social por meio da escrita. Os resultados são reveladores da importância da intervenção do professor frente às atividades que promovam a apropriação da linguagem escrita.Programa de Pós-Graduação em Linguística da UFSC2014-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"Pesquisa Qualitativa; Pesquisa-açãoapplication/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2014v15n1p110.5007/1984-8420.2014v15n1p1Working Papers em Linguística; v. 15 n. 1 (2014); 1-131984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2014v15n1p1/28481Saraiva, Mônica de AraújoCosta-Hübes, Terezinha da Conceiçãoinfo:eu-repo/semantics/openAccess2018-03-22T12:15:22Zoai:periodicos.ufsc.br:article/29500Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2018-03-22T12:15:22Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv A Look at The Work with The Genre "Invitation" in Class of Literacy
Um olhar para o trabalho com o gênero convite em turmas de alfabetização
title A Look at The Work with The Genre "Invitation" in Class of Literacy
spellingShingle A Look at The Work with The Genre "Invitation" in Class of Literacy
Saraiva, Mônica de Araújo
title_short A Look at The Work with The Genre "Invitation" in Class of Literacy
title_full A Look at The Work with The Genre "Invitation" in Class of Literacy
title_fullStr A Look at The Work with The Genre "Invitation" in Class of Literacy
title_full_unstemmed A Look at The Work with The Genre "Invitation" in Class of Literacy
title_sort A Look at The Work with The Genre "Invitation" in Class of Literacy
author Saraiva, Mônica de Araújo
author_facet Saraiva, Mônica de Araújo
Costa-Hübes, Terezinha da Conceição
author_role author
author2 Costa-Hübes, Terezinha da Conceição
author2_role author
dc.contributor.author.fl_str_mv Saraiva, Mônica de Araújo
Costa-Hübes, Terezinha da Conceição
description This paper is the result of studies, reflections and articulated research to the project Continuing Education for Teachers of Basic Education in the lower elementary school: actions to literacy in cities with low IDEB of Western Paraná, linked to the Centre for Education Program - CAPES/INEP. In this context, our research, in particular, focuses on actions to mediate the appropriation of writing by working with speech genres language. Thus, as part of this investigative  process, we aim in this paper to analyze the written text activities in a class of 2nd year (lower elementary school), considering a work using the gender invitation. Guided by the question:  “how mediation of the teacher, while working with speech genres from the perspective of literacy, may contribute to the acquisition of written language of students in the 2nd year of elementary school? - Intend to reflect on a didactic - methodological strategies on a qualitative research process, of the ethnographic type, endorsed by the methodology of action research, with gender invitation, from the perspective of emphasizing the importance of the teacher’s role as mediator during this teaching process. It is, therefore, a research in Applied Linguistics, using the theoretical framework of Cultural-Historical Psychology (VYGOTSKY, 1995, 2001, 2007) and the concept of Dialogic Discourse (BAKHTIN/VOLOCHINOV, 2004; BAKHTIN, 2003), being within of the socio-historical approach to language . We also seek support in theoretical studies such as Geraldi (2003, 2006), Cagliari (2009, 1998), Martins (2007), and other authors who address on the inclusion of children in social interaction through writing. The results reveal the teacher importance of “intervention” in activities that facilitate the appropriation of the written language.
publishDate 2014
dc.date.none.fl_str_mv 2014-04-07
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url https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2014v15n1p1
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dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
dc.source.none.fl_str_mv Working Papers em Linguística; v. 15 n. 1 (2014); 1-13
1984-8420
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instname_str Universidade Federal de Santa Catarina (UFSC)
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reponame_str Working Papers em Lingüística (Online)
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repository.name.fl_str_mv Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)
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