Produção escrita de episódios no ensino fundamental por meio do ciclo de ensino e aprendizagem da pedagogia com base em gêneros de texto na LSF

• Autor(a) principal: Gerhardt, Carla Carine
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000013sd6
• Texto Completo: http://repositorio.ufsm.br/handle/1/27569
• topic: Ciclo de ensino e aprendizagem; Gênero de texto episódio; Linguística Sistêmico-Funcional; Teaching and learning cycle; Anecdote; Systemic-Functional Linguistics; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This thesis has as its general aim to analyze the use of Portuguese language resources in texts produced by 6th and 7th years students of elementary school to instantiate the anecdote genre in dynamization of the Teaching and Learning Cycle (TLC) (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012). The TLC has its theoretical foundations in Systemic-Functional Linguistics (SFL) (HALLYDAY; MATTHIESSEN, 2014; 2004) and is organized in the sets of strategies Detailed Reading for Genre Deconstruction, Joint Construction and Individual Construction. In order to generate the universe of analysis, data on the school context were collected, in exploratory research, and the TLC was dynamized with students from a school participating in the Ateliê de Textos extension project (FUZER, 2016). The corpora of analysis consists of: 1) four texts produced by two participating students, one from the 7th and the other from the 6th year, before the dynamization (production for diagnostic analysis) and during the dynamization (first and last version of Individual Construction) ; 2) a text produced collectively by the participating students (first and last version of the Joint Construction); 3) 56 detailed anecdote reading questions prepared by the mediators; 4) exploratory research data: questionnaire answered by 6th year students, interview with the Portuguese language teacher and observation of 6th year Portuguese language classes; 5) data from the dynamization of the TLC: transcripts of class recordings, proposal for textual production and guiding notes. The analysis procedures were: for the texts produced by the students and the Detailed Reading questions, there was an analysis of functions of the transitivity lexical-grammatical system and categories of the APPRAISAL discursive system to identify the Generic Structure Potential; the other texts of the corpora were taken as bases to explain and interpret the results of these analyses. The analyzes showed, in the students' texts, regarding linguistic marks of the anecdote genre and regarding transitivity, occurrences of types of clauses, participants, characters, circumstances of time, space and mode; as for APPRAISAL, semantic fields of attitude and graduation; and regarding the context, the stages and phases of the anecdote genres were identified. It was possible to perceive that these resources were more and better used by the students, in order to instantiate the anecdote genre, after each new dynamic strategy of the TLC. Thus, the Deconstruction of Genre strategies, with Detailed Reading questions conducted by the mediators, were influential for adapting the texts to the anecdote genre; Joint Construction, with a proposal for textual production, oral negotiations between mediators and students and a guiding note; and Individual Construction, with the students' identification of stages, phases and language resources that characterize and carry out the purpose of the genre, in addition to interactions through guiding notes with the mediators. The TLC, therefore, collaborated with the teaching and learning of linguistic resources of the anecdote genre in a dynamic context, minimizing the gap in learning among students.