A produção textual de alunos do 5º ano do ensino fundamental numa abordagem complexa e transdisciplinar

• Autor(a) principal: Althaus, Iveliny Carvalho de Faria
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/29943; http://doi.org/10.14393/ufu.di.2020.593
• topic: Transdisciplinaridade; Transdisciplinarity; Complexidade; Complexity; Produção de textos; Textual Production; Abordagem hermenêutico-fenomenológica complexa; HermeneuticPhenomenological Complex Approach.; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística

This work aims to describe and interpret the phenomenon of textual production through memories and experience report genres, by students of the fifth grade of a public elementary school from the area of the Federal District. In this study, I sought to understand the essence of life experiences of students end the teacher, in a textual production teaching learning, in a complex and transdisciplinary way. Theoretically, this investigation is based on the transdisciplinarity epistemology (NICOLESCU,1999), (D'AMBROSIO,1993), (CREMA, 1993), (WEIL,1993) and MORAES (2010;2012), the complexity epistemology (MORIN, 2007, 2008), (PETRAGLIA, 2013), with emphasis in self-hetero-eco formation (PINEAU,2003), (SOMMERMAN, 2003), (GALVANI,2002), and in Autopoiesis (MATURANA, 1999), MATURANA and VARELA (1995), (MORAES, 2010). (MARCUSCHI, 2008), (GERALDI, 1997) and (KOCH & ELIAS, 2015) are the basis of the textual approach. The research methodological approach was the hermeneutical-phenomenological complex approach (AHFC), based on (FREIRE, 2012 ) and van MANEN (1990), a qualitative research methodology intends to describe and interpret the life experiences with a view to the comprehension of the investigated subject essence, following the cycle of validation steps: textualization, refinement, re-signification and definition of themes. The pedagogical textual intervention was structured according to the critical historical pedagogy (GASPARIN, 2009), (SAVIANI, 2003), by means of teaching unit following the steps: initial social practice, problematization, instrumentalization, catharsis and final social practice. This research revealed that the investigated phenomenon was represented by the themes: work, money, family, food, scar, life, animals, friendship and difficulty.