DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EntreLetras |
Texto Completo: | https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584 |
Resumo: | This text aims to reflect on teaching in Portuguese with regard to the teaching of genres that aim to be defined or categorized through the use of didactic sequence (SD), although we know that Bakhtinian studies recognized that genres do not they must be aggregates of fixed characteristics, but which involve continuous transformations, are malleable and plastic, however, as they are guided, directed by SD, the genres do not acquire static and standardized characteristics of a text that is the same for all. Therefore, to support the research, describe, analyze and interpret, Foucault (1995; 2013; 2014a; 2014b, 2017) is used, as well as Bakhtin (2010) to understand the importance of not categorizing genres. As well as Geraldi (1984; 1992; 2010, 2018) and Larrosa (2017; 2002) to remind us of the importance of experience, of writing in the school context. The corpus is composed of excerpts from twenty-six dissertations of the Professional Master in Letters (ProfLetras) with the objective of analyzing the use of DS as a methodological procedure that aims to categorize the teaching of genres, taking into account the authors Dolz, Noverraz & Schneuwly (2004), authors who make up the Geneva Group, known for setting up teaching strategies. The results reveal that the subject teacher in training is led to use genres as a mediating object in the teaching and learning process, thus, the emphasis in teaching is based on genres as the only way to teach reading and writing. |
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DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCESREGULARIDADES DISCURSIVAS NO ENSINO DE GÊNEROS TEXTUAIS POR MEIO DE SEQUÊNCIAS DIDÁTICASRegularidades discursivasgêneros textuaisSequências didáticasDiscursive regularitiesTextual genresDidactic sequencesThis text aims to reflect on teaching in Portuguese with regard to the teaching of genres that aim to be defined or categorized through the use of didactic sequence (SD), although we know that Bakhtinian studies recognized that genres do not they must be aggregates of fixed characteristics, but which involve continuous transformations, are malleable and plastic, however, as they are guided, directed by SD, the genres do not acquire static and standardized characteristics of a text that is the same for all. Therefore, to support the research, describe, analyze and interpret, Foucault (1995; 2013; 2014a; 2014b, 2017) is used, as well as Bakhtin (2010) to understand the importance of not categorizing genres. As well as Geraldi (1984; 1992; 2010, 2018) and Larrosa (2017; 2002) to remind us of the importance of experience, of writing in the school context. The corpus is composed of excerpts from twenty-six dissertations of the Professional Master in Letters (ProfLetras) with the objective of analyzing the use of DS as a methodological procedure that aims to categorize the teaching of genres, taking into account the authors Dolz, Noverraz & Schneuwly (2004), authors who make up the Geneva Group, known for setting up teaching strategies. The results reveal that the subject teacher in training is led to use genres as a mediating object in the teaching and learning process, thus, the emphasis in teaching is based on genres as the only way to teach reading and writing.Este texto tem como escopo refletir acerca do ensino, em Língua Portuguesa, no que tange ao ensino de gêneros, que visa a ser definido ou categorizado por meio do uso de sequência didática (SD), embora os estudos bakhtinianos considerem que aos gêneros não devem ser agregadas características fixas, mas que eles comportam contínuas transformações, são maleáveis e plásticos. No entanto, à medida que são pautados, dirigidos, por SD, os gêneros adquirem características estáticas, padronizadas, de texto igual para todos. Para fundamentar a pesquisa, descrever, analisar e interpretar os dados recorre-se a Foucault (1995; 2013; 2014a; 2014b, 2017; a Bakhtin (2010) para se entender a importância da não categorização dos gêneros; e a Geraldi (1984; 1992; 2010, 2018) e Larrosa (2017; 2002) no que diz respeito à importância da experiência da escrita no contexto escolar. O corpus é composto de excertos de 26 dissertações do Mestrado Profissional em Letras (ProfLetras) visando-se analisar o uso de SD como procedimento metodológico que visa à categorizar o ensino de gêneros, levando-se em consideração os autores Dolz, Noverraz & Schneuwly (2004), que compõem o Grupo de Genebra, conhecidos por montarem estratégias didatizadoras. Os resultados revelam que o sujeito professor em formação é levado a utilizar os gêneros como objetos mediadores do processo de ensino e aprendizagem. Dessa forma, a ênfase no ensino está pautada pelos gêneros, como única forma de ensinar a ler e escrever.Universidade Federal do Norte do Tocantins2023-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/1558410.20873/uft2179-3948.2022v13n3p218-234EntreLetras; v. 13 n. 3 (2022): Temas Livres; 218 - 2342179-3948reponame:EntreLetrasinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584/20961Copyright (c) 2023 EntreLetrashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima, Maria de Jesus MeloCampos, Sulemi Fabiano2023-02-01T19:34:35Zoai:ojs2.ufnt.acessoacademico.com.br:article/15584Revistahttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/indexPUBhttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/oaientreletrasuft@gmail.com || dirpesq@ufnt.edu.br2179-39482178-9479opendoar:2023-02-01T19:34:35EntreLetras - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES REGULARIDADES DISCURSIVAS NO ENSINO DE GÊNEROS TEXTUAIS POR MEIO DE SEQUÊNCIAS DIDÁTICAS |
title |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
spellingShingle |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES Lima, Maria de Jesus Melo Regularidades discursivas gêneros textuais Sequências didáticas Discursive regularities Textual genres Didactic sequences |
title_short |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
title_full |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
title_fullStr |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
title_full_unstemmed |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
title_sort |
DISCURSIVE REGULARITIES IN THE TEACHING OF TEXTUAL GENRES THROUGH DIDACTIC SEQUENCES |
author |
Lima, Maria de Jesus Melo |
author_facet |
Lima, Maria de Jesus Melo Campos, Sulemi Fabiano |
author_role |
author |
author2 |
Campos, Sulemi Fabiano |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Maria de Jesus Melo Campos, Sulemi Fabiano |
dc.subject.por.fl_str_mv |
Regularidades discursivas gêneros textuais Sequências didáticas Discursive regularities Textual genres Didactic sequences |
topic |
Regularidades discursivas gêneros textuais Sequências didáticas Discursive regularities Textual genres Didactic sequences |
description |
This text aims to reflect on teaching in Portuguese with regard to the teaching of genres that aim to be defined or categorized through the use of didactic sequence (SD), although we know that Bakhtinian studies recognized that genres do not they must be aggregates of fixed characteristics, but which involve continuous transformations, are malleable and plastic, however, as they are guided, directed by SD, the genres do not acquire static and standardized characteristics of a text that is the same for all. Therefore, to support the research, describe, analyze and interpret, Foucault (1995; 2013; 2014a; 2014b, 2017) is used, as well as Bakhtin (2010) to understand the importance of not categorizing genres. As well as Geraldi (1984; 1992; 2010, 2018) and Larrosa (2017; 2002) to remind us of the importance of experience, of writing in the school context. The corpus is composed of excerpts from twenty-six dissertations of the Professional Master in Letters (ProfLetras) with the objective of analyzing the use of DS as a methodological procedure that aims to categorize the teaching of genres, taking into account the authors Dolz, Noverraz & Schneuwly (2004), authors who make up the Geneva Group, known for setting up teaching strategies. The results reveal that the subject teacher in training is led to use genres as a mediating object in the teaching and learning process, thus, the emphasis in teaching is based on genres as the only way to teach reading and writing. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-02-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584 10.20873/uft2179-3948.2022v13n3p218-234 |
url |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584 |
identifier_str_mv |
10.20873/uft2179-3948.2022v13n3p218-234 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/15584/20961 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 EntreLetras http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 EntreLetras http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
dc.source.none.fl_str_mv |
EntreLetras; v. 13 n. 3 (2022): Temas Livres; 218 - 234 2179-3948 reponame:EntreLetras instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
EntreLetras |
collection |
EntreLetras |
repository.name.fl_str_mv |
EntreLetras - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
entreletrasuft@gmail.com || dirpesq@ufnt.edu.br |
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1808458995530203136 |