A escrita no contexto escolar: relação entre concepção e desenvolvimento
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/9761 |
Resumo: | The present study is linked to the research line of Discourse and Acquisition of the Postgraduate Program of Letters of the Federal University of Santa Maria. Its object of investigation is the writing, which is comprehended as a way of social production. This research aims to analyze the development of the writing in different school contexts. The theoretical-methodological basis for that is the social-discursive interacionism, as proposed by Bronckart (1999, 2006), in which language as well as writing is perceived as a way of social contextualized action. In that perspective, writing represents a human action, which can be developed in different social contexts by various agents and it is always used with a defined purpose. It is also taken into account Vygotsky s ideas (1988, 1989), basis for the social-discursive interacionism, particularly, the question of mediation and the process of internalization. In relation to the methodological instrument, it is used a didactic procedure called Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY, 2004). It represents a type of work, in which the internalization of different textual typologies is aimed. After the application of this instrument, one can observe that the development of writing occurs in different ways in the contexts analyzed (called as School A and School B). Although the similar audience, these schools present different characteristics concerning writing. As a result of the analyses, the relationship between the conception of writing of the institutions and the way as this object is developed is evinced. Thus, it is possible to verify that the texts obtained through the application of the didactic sequence are suitable to the way writing is comprehended in the different institutions, as they reflect the position of the school concerning language and writing. In this way, the results verify that the analysis of the development of writing in school contexts requires the analysis of the established relationship between the institutions, in this case, School A and School B, with the object, the writing. |
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2008-02-292008-02-292007-11-29GONÇALVES, Ana Cecilia Teixeira. The writing in school contexts: the relationship between conception and development. 2007. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2007.http://repositorio.ufsm.br/handle/1/9761The present study is linked to the research line of Discourse and Acquisition of the Postgraduate Program of Letters of the Federal University of Santa Maria. Its object of investigation is the writing, which is comprehended as a way of social production. This research aims to analyze the development of the writing in different school contexts. The theoretical-methodological basis for that is the social-discursive interacionism, as proposed by Bronckart (1999, 2006), in which language as well as writing is perceived as a way of social contextualized action. In that perspective, writing represents a human action, which can be developed in different social contexts by various agents and it is always used with a defined purpose. It is also taken into account Vygotsky s ideas (1988, 1989), basis for the social-discursive interacionism, particularly, the question of mediation and the process of internalization. In relation to the methodological instrument, it is used a didactic procedure called Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY, 2004). It represents a type of work, in which the internalization of different textual typologies is aimed. After the application of this instrument, one can observe that the development of writing occurs in different ways in the contexts analyzed (called as School A and School B). Although the similar audience, these schools present different characteristics concerning writing. As a result of the analyses, the relationship between the conception of writing of the institutions and the way as this object is developed is evinced. Thus, it is possible to verify that the texts obtained through the application of the didactic sequence are suitable to the way writing is comprehended in the different institutions, as they reflect the position of the school concerning language and writing. In this way, the results verify that the analysis of the development of writing in school contexts requires the analysis of the established relationship between the institutions, in this case, School A and School B, with the object, the writing.O presente trabalho está vinculado à linha de pesquisa Discurso e Aquisição do programa de Pós-Graduação em Letras da Universidade Federal de Santa Maria e teve como objeto de investigação a escrita, entendida como uma forma de produção social. Desse modo, o objetivo da pesquisa foi analisar o desenvolvimento da escrita em diferentes contextos escolares. Para tanto, fizemos uso da perspectiva do interacionismo sócio-discursivo dos estudos da linguagem, pautada nos escritos de Bronckart (1999, 2006), em que a linguagem e, portanto, a escrita é entendida como uma forma de ação socialmente contextualizada. Nessa perspectiva, a escrita representa uma ação humana que pode ser desenvolvida em diferentes contextos sociais e por diversos agentes, sempre utilizada com um objetivo definido. Os pressupostos de Vygotsky (1988, 1989), base para a teoria do interacionismo sócio-discursivo, também foram de extrema importância para nossa pesquisa, principalmente a questão da mediação e o processo de internalização. Quanto ao instrumento metodológico, utilizamos um procedimento didático denominado Seqüência Didática (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) que representa uma forma de trabalho com escrita, cuja finalidade é a internalização de gêneros de texto diversos. A partir da aplicação desse instrumento, foi possível observar que o desenvolvimento da escrita ocorreu de forma diferenciada nos contextos analisados (determinados como Escola A e Escola B). Embora com um público semelhante, estas escolas apresentaram características um tanto diferenciadas no que se refere ao trabalho com escrita. Como resultado das análises, ficou marcada a relação existente entre a concepção de escrita das instituições e a forma como esse objeto é desenvolvido. Assim, foi possível constatar que os textos obtidos com a aplicação da seqüência didática marcam de alguma maneira a forma como a escrita é entendida nas diferentes instituições, uma vez que refletem a posição da escola frente ao trabalho com língua e com escrita. Nesse sentido, os resultados permitem verificar que a análise do desenvolvimento da escrita nos contextos escolares em questão pressupõe a análise da relação estabelecida entre as instituições, nesse caso, Escola A e Escola B, com o objeto, a escrita.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasEscritaDesenvolvimentoContexto escolarWritingDevelopmentSchool contextsCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA escrita no contexto escolar: relação entre concepção e desenvolvimentoThe writing in school contexts: the relationship between conception and developmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCorrêa, Marcia Cristinahttp://lattes.cnpq.br/4758168670271026Graeff, Telisa Furlanettohttp://lattes.cnpq.br/5020016009007215Angelo, Graziela Lucci dehttp://lattes.cnpq.br/9609852805557412http://lattes.cnpq.br/9941346597163409Gonçalves, Ana Cecilia Teixeira800200000001400500500500500b33beb7a-9dc5-464d-ba29-1fbf574567a3d5308d7d-4449-470f-805c-325f96f7833ac404fed0-4304-4f12-ad15-442a481313c84b18aab4-d4a2-43da-8dfe-d459ff20a9bcinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALANACECILIAGONCALVES.pdfapplication/pdf19693864http://repositorio.ufsm.br/bitstream/1/9761/1/ANACECILIAGONCALVES.pdf473b9c76bd378c51819d3b15b55c6eefMD51TEXTANACECILIAGONCALVES.pdf.txtANACECILIAGONCALVES.pdf.txtExtracted texttext/plain280514http://repositorio.ufsm.br/bitstream/1/9761/2/ANACECILIAGONCALVES.pdf.txt1fd80778f00fc409b161bd6cf85fbe05MD52THUMBNAILANACECILIAGONCALVES.pdf.jpgANACECILIAGONCALVES.pdf.jpgIM Thumbnailimage/jpeg4915http://repositorio.ufsm.br/bitstream/1/9761/3/ANACECILIAGONCALVES.pdf.jpg2d3203792b8879c2704fbe69b690e9e9MD531/97612023-01-10 13:56:15.983oai:repositorio.ufsm.br:1/9761Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-01-10T16:56:15Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
dc.title.alternative.eng.fl_str_mv |
The writing in school contexts: the relationship between conception and development |
title |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
spellingShingle |
A escrita no contexto escolar: relação entre concepção e desenvolvimento Gonçalves, Ana Cecilia Teixeira Escrita Desenvolvimento Contexto escolar Writing Development School contexts CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
title_full |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
title_fullStr |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
title_full_unstemmed |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
title_sort |
A escrita no contexto escolar: relação entre concepção e desenvolvimento |
author |
Gonçalves, Ana Cecilia Teixeira |
author_facet |
Gonçalves, Ana Cecilia Teixeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Corrêa, Marcia Cristina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4758168670271026 |
dc.contributor.referee1.fl_str_mv |
Graeff, Telisa Furlanetto |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5020016009007215 |
dc.contributor.referee2.fl_str_mv |
Angelo, Graziela Lucci de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9609852805557412 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9941346597163409 |
dc.contributor.author.fl_str_mv |
Gonçalves, Ana Cecilia Teixeira |
contributor_str_mv |
Corrêa, Marcia Cristina Graeff, Telisa Furlanetto Angelo, Graziela Lucci de |
dc.subject.por.fl_str_mv |
Escrita Desenvolvimento Contexto escolar |
topic |
Escrita Desenvolvimento Contexto escolar Writing Development School contexts CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Writing Development School contexts |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The present study is linked to the research line of Discourse and Acquisition of the Postgraduate Program of Letters of the Federal University of Santa Maria. Its object of investigation is the writing, which is comprehended as a way of social production. This research aims to analyze the development of the writing in different school contexts. The theoretical-methodological basis for that is the social-discursive interacionism, as proposed by Bronckart (1999, 2006), in which language as well as writing is perceived as a way of social contextualized action. In that perspective, writing represents a human action, which can be developed in different social contexts by various agents and it is always used with a defined purpose. It is also taken into account Vygotsky s ideas (1988, 1989), basis for the social-discursive interacionism, particularly, the question of mediation and the process of internalization. In relation to the methodological instrument, it is used a didactic procedure called Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY, 2004). It represents a type of work, in which the internalization of different textual typologies is aimed. After the application of this instrument, one can observe that the development of writing occurs in different ways in the contexts analyzed (called as School A and School B). Although the similar audience, these schools present different characteristics concerning writing. As a result of the analyses, the relationship between the conception of writing of the institutions and the way as this object is developed is evinced. Thus, it is possible to verify that the texts obtained through the application of the didactic sequence are suitable to the way writing is comprehended in the different institutions, as they reflect the position of the school concerning language and writing. In this way, the results verify that the analysis of the development of writing in school contexts requires the analysis of the established relationship between the institutions, in this case, School A and School B, with the object, the writing. |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-11-29 |
dc.date.accessioned.fl_str_mv |
2008-02-29 |
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2008-02-29 |
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publishedVersion |
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GONÇALVES, Ana Cecilia Teixeira. The writing in school contexts: the relationship between conception and development. 2007. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2007. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/9761 |
identifier_str_mv |
GONÇALVES, Ana Cecilia Teixeira. The writing in school contexts: the relationship between conception and development. 2007. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2007. |
url |
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