Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18636 |
Resumo: | The term “Sydney School” was coined in 1994, in reference to the work with language and education that had been carried out in the Department of Linguistics, at the University of Sydney for at least a decade. The project spread throughout schools and universities in Australia. It became an international movement, which aimed, initially, at developing a writing pedagogy to support students in succeeding in tasks demanded by the school (ROSE; MARTIN, 2012, p. 1). In view of that, the purpose of this study is to evaluate whether a proposal of work based on genres, in light of the Sydney School perspective and the Teaching and Learning Cycles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), could be adapted to the reality and specificities of a group of Youth and Adult Education students. Five specific objectives are addressed: (a) to identify the linguistic competence of the students in regards to reading and writing; (b) to organize, apply and monitor a Work Plan, using the autobiographical genre during a school year; (c) to monitor the implementation of the Work Plan, maintaining a dialogical attitude towards the students’ preferences, needs or weaknesses; (d) to perform diagnostic evaluative assessments during all the stages of the work; (e) to compare the writing process, in terms of linguistic competence development. In order to achieve these objectives, we proposed to the class the production of autobiographical recounts in light of the premises of the Sydney School, for which the sequenced application of the three stages of the learning cycle that constitute the Pedagogy of Genres was applied: Deconstruction, Joint Construction and Independent Construction. This methodological choice is due to an outstanding feature of this pedagogy, which is its focus on the preparation of students to perform and succeed in individual writing tasks. Prior to the application of the cycle, the students produced autobiographical recounts whose assessment resulted in regular scores predominantly. In the Deconstruction phase, we presented model texts and activities of reading, writing, and linguistic analysis, in order to describe and analyze the autobiographical recount genre. In the Joint Construction phase, the students produced a recount with the teacher and colleagues. Finally, in the Independent Construction phase, the students produced their texts individually. The assessment of their text production showed an improvement in their scores to good and very good. After the completion of these three cycles, some spelling and sentence organization issues were still noted in the texts. Because of this, we designed and applied activities in the systemic-functional perspective to minimize the inadequacies found. As the main result of this work, the students' scores predominantly improved to good and very good during the process of production of the autobiographical recount. Consequently, they developed awareness about the genre, by identifying the features that define it, as well as reflected on the use of language and analyzed it semantically and functionally. |
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2019-10-21T20:09:11Z2019-10-21T20:09:11Z2017-12-11http://repositorio.ufsm.br/handle/1/18636The term “Sydney School” was coined in 1994, in reference to the work with language and education that had been carried out in the Department of Linguistics, at the University of Sydney for at least a decade. The project spread throughout schools and universities in Australia. It became an international movement, which aimed, initially, at developing a writing pedagogy to support students in succeeding in tasks demanded by the school (ROSE; MARTIN, 2012, p. 1). In view of that, the purpose of this study is to evaluate whether a proposal of work based on genres, in light of the Sydney School perspective and the Teaching and Learning Cycles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), could be adapted to the reality and specificities of a group of Youth and Adult Education students. Five specific objectives are addressed: (a) to identify the linguistic competence of the students in regards to reading and writing; (b) to organize, apply and monitor a Work Plan, using the autobiographical genre during a school year; (c) to monitor the implementation of the Work Plan, maintaining a dialogical attitude towards the students’ preferences, needs or weaknesses; (d) to perform diagnostic evaluative assessments during all the stages of the work; (e) to compare the writing process, in terms of linguistic competence development. In order to achieve these objectives, we proposed to the class the production of autobiographical recounts in light of the premises of the Sydney School, for which the sequenced application of the three stages of the learning cycle that constitute the Pedagogy of Genres was applied: Deconstruction, Joint Construction and Independent Construction. This methodological choice is due to an outstanding feature of this pedagogy, which is its focus on the preparation of students to perform and succeed in individual writing tasks. Prior to the application of the cycle, the students produced autobiographical recounts whose assessment resulted in regular scores predominantly. In the Deconstruction phase, we presented model texts and activities of reading, writing, and linguistic analysis, in order to describe and analyze the autobiographical recount genre. In the Joint Construction phase, the students produced a recount with the teacher and colleagues. Finally, in the Independent Construction phase, the students produced their texts individually. The assessment of their text production showed an improvement in their scores to good and very good. After the completion of these three cycles, some spelling and sentence organization issues were still noted in the texts. Because of this, we designed and applied activities in the systemic-functional perspective to minimize the inadequacies found. As the main result of this work, the students' scores predominantly improved to good and very good during the process of production of the autobiographical recount. Consequently, they developed awareness about the genre, by identifying the features that define it, as well as reflected on the use of language and analyzed it semantically and functionally.O termo “Escola de Sydney” surgiu em 1994, com referência ao trabalho com linguagem e educação feito há pelo menos uma década no Departamento de Linguística da Universidade de Sydney. O projeto se espalhou para escolas e universidades de toda a Austrália e se tornou um movimento internacional, com o objetivo inicial de desenvolver uma pedagogia de escrita que permitisse a qualquer estudante ser bem-sucedido nas atividades exigidas pela escola (ROSE & MARTIN, 2012, p. 1). Diante disso, este trabalho tem por objetivo geral avaliar se uma proposta de trabalho com gênero à luz da Escola de Sidney, por meio dos Ciclos de Ensino e Aprendizagem, pode ser adaptada à realidade e às especificidades de uma turma de Educação de Jovens e Adultos. Para atingir nosso propósito, esse objetivo se desdobra em cinco outros específicos que são: a) identificar a competência linguística de uma turma de Educação de Jovens e Adultos no que se refere ao trabalho de leitura e produção de textos; b) organizar um Plano de Trabalho com o gênero relato autobiográfico, a partir das orientações da pedagogia de gêneros (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), a ser aplicado durante o ano letivo em uma turma de Educação de Jovens e Adultos; c) acompanhar a execução do Plano de Trabalho, mantendo uma postura dialógica constante com os alunos em relação a suas preferências, necessidades ou fragilidades; d) realizar avaliações diagnósticas em todas as etapas do trabalho; e) comparar a competência linguística dos alunos nas produções iniciais com as produções finais. Para atingir nosso propósito, foi proposta à turma a produção de relatos autobiográficos à luz dos pressupostos da Escola de Sydney, para a qual foi realizada a aplicação sequenciada das três etapas do ciclo de aprendizagem que constituem a Pedagogia de Gêneros: Desconstrução, Construção Conjunta e Construção Independente. Assim, justificamos essa opção metodológica pelo grande diferencial dessa pedagogia que é o foco na preparação dos alunos para realizarem as tarefas de produção textual individualmente e com sucesso. Inicialmente, antes da aplicação do ciclo, os alunos produziram relatos autobiográficos em cuja avaliação predominou o conceito regular. Na Desconstrução foram apresentados textos-modelo e atividades de leitura, escrita e análise linguística, a fim de descrever e analisar o gênero relato autobiográfico. Na Construção Conjunta, os alunos elaboraram um relato juntamente com a professora e os colegas. Por fim, na Construção Independente, os alunos produziram seus textos individualmente, e os resultados obtidos demonstraram uma avaliação com conceito bom e muito bom. Após a realização dos três ciclos, ainda foram observadas algumas dificuldades de grafia e de organização de orações nos textos produzidos. A partir dessa constatação, foram elaborados e aplicados exercícios na perspectiva sistêmico-funcional, a fim de minimizar as fragilidades encontradas. Como resultado final, os alunos, durante o processo de produção de relatos autobiográficos, atingiram uma avaliação com conceito predominantemente bom e muito bom e com isso ampliaram seus conhecimentos sobre o gênero, identificando marcas que lhe são próprias e que o definem como tal, bem como refletiram sobre o uso da língua e a analisaram semântica e funcionalmente.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEscola de SydneyPedagogia de gênerosCiclo de ensino e aprendizagemPROEJARelatos autobiográficosSydney schoolGenre pedagogyTeaching and learning cycleAutobiographical recountCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASRelatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJAAutobiographical recounts in light of genre pedagogy: an intervention journey in a PROEJA classinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCabral, Sara Regina Scottahttp://lattes.cnpq.br/9037816308995897Ninin, Maria Otilia Guimarãeshttp://lattes.cnpq.br/6110984441043704Silva, Edna Cristina Muniz dahttp://lattes.cnpq.br/3082159562604784Barros, Nina Célia Almeida dehttp://lattes.cnpq.br/6663081785223445Pinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389http://lattes.cnpq.br/7124715176465413Oliveira, Sandra Maria do Nascimento de800200000001600ac0c2af3-3902-425c-ad0d-0cb8e620f9f6161e7428-4a96-40dc-97ef-929380653ca329622b96-0e91-4f44-bbb1-5ba9220f31f6dbf68690-da1a-4b25-8428-ec2965cca000aeb083a9-b81f-4602-940e-b0bacab418bf1abb368d-6a85-465c-86c3-058f55dce710reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2017_OLIVEIRA_SANDRA.pdfTES_PPGLETRAS_2017_OLIVEIRA_SANDRA.pdfTese de Doutoradoapplication/pdf5171183http://repositorio.ufsm.br/bitstream/1/18636/1/TES_PPGLETRAS_2017_OLIVEIRA_SANDRA.pdf83f82c555ac82787e32c451f46c8fbf0MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
dc.title.alternative.eng.fl_str_mv |
Autobiographical recounts in light of genre pedagogy: an intervention journey in a PROEJA class |
title |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
spellingShingle |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA Oliveira, Sandra Maria do Nascimento de Escola de Sydney Pedagogia de gêneros Ciclo de ensino e aprendizagem PROEJA Relatos autobiográficos Sydney school Genre pedagogy Teaching and learning cycle Autobiographical recount CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
title_full |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
title_fullStr |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
title_full_unstemmed |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
title_sort |
Relatos autobiográficos à luz da pedagogia de gêneros: uma trajetória com intervenção em classe de alunos de PROEJA |
author |
Oliveira, Sandra Maria do Nascimento de |
author_facet |
Oliveira, Sandra Maria do Nascimento de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cabral, Sara Regina Scotta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9037816308995897 |
dc.contributor.referee1.fl_str_mv |
Ninin, Maria Otilia Guimarães |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6110984441043704 |
dc.contributor.referee2.fl_str_mv |
Silva, Edna Cristina Muniz da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3082159562604784 |
dc.contributor.referee3.fl_str_mv |
Barros, Nina Célia Almeida de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6663081785223445 |
dc.contributor.referee4.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7124715176465413 |
dc.contributor.author.fl_str_mv |
Oliveira, Sandra Maria do Nascimento de |
contributor_str_mv |
Cabral, Sara Regina Scotta Ninin, Maria Otilia Guimarães Silva, Edna Cristina Muniz da Barros, Nina Célia Almeida de Pinton, Francieli Matzenbacher |
dc.subject.por.fl_str_mv |
Escola de Sydney Pedagogia de gêneros Ciclo de ensino e aprendizagem PROEJA Relatos autobiográficos |
topic |
Escola de Sydney Pedagogia de gêneros Ciclo de ensino e aprendizagem PROEJA Relatos autobiográficos Sydney school Genre pedagogy Teaching and learning cycle Autobiographical recount CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Sydney school Genre pedagogy Teaching and learning cycle Autobiographical recount |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The term “Sydney School” was coined in 1994, in reference to the work with language and education that had been carried out in the Department of Linguistics, at the University of Sydney for at least a decade. The project spread throughout schools and universities in Australia. It became an international movement, which aimed, initially, at developing a writing pedagogy to support students in succeeding in tasks demanded by the school (ROSE; MARTIN, 2012, p. 1). In view of that, the purpose of this study is to evaluate whether a proposal of work based on genres, in light of the Sydney School perspective and the Teaching and Learning Cycles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), could be adapted to the reality and specificities of a group of Youth and Adult Education students. Five specific objectives are addressed: (a) to identify the linguistic competence of the students in regards to reading and writing; (b) to organize, apply and monitor a Work Plan, using the autobiographical genre during a school year; (c) to monitor the implementation of the Work Plan, maintaining a dialogical attitude towards the students’ preferences, needs or weaknesses; (d) to perform diagnostic evaluative assessments during all the stages of the work; (e) to compare the writing process, in terms of linguistic competence development. In order to achieve these objectives, we proposed to the class the production of autobiographical recounts in light of the premises of the Sydney School, for which the sequenced application of the three stages of the learning cycle that constitute the Pedagogy of Genres was applied: Deconstruction, Joint Construction and Independent Construction. This methodological choice is due to an outstanding feature of this pedagogy, which is its focus on the preparation of students to perform and succeed in individual writing tasks. Prior to the application of the cycle, the students produced autobiographical recounts whose assessment resulted in regular scores predominantly. In the Deconstruction phase, we presented model texts and activities of reading, writing, and linguistic analysis, in order to describe and analyze the autobiographical recount genre. In the Joint Construction phase, the students produced a recount with the teacher and colleagues. Finally, in the Independent Construction phase, the students produced their texts individually. The assessment of their text production showed an improvement in their scores to good and very good. After the completion of these three cycles, some spelling and sentence organization issues were still noted in the texts. Because of this, we designed and applied activities in the systemic-functional perspective to minimize the inadequacies found. As the main result of this work, the students' scores predominantly improved to good and very good during the process of production of the autobiographical recount. Consequently, they developed awareness about the genre, by identifying the features that define it, as well as reflected on the use of language and analyzed it semantically and functionally. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-11 |
dc.date.accessioned.fl_str_mv |
2019-10-21T20:09:11Z |
dc.date.available.fl_str_mv |
2019-10-21T20:09:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18636 |
url |
http://repositorio.ufsm.br/handle/1/18636 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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Repositório Institucional Manancial UFSM |
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Repositório Institucional Manancial UFSM |
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Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM) |
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ouvidoria@ufsm.br |
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