A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental

Detalhes bibliográficos
Autor(a) principal: Piano, Kalen Franciele
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: http://tede.unioeste.br/handle/tede/4013
Resumo: The linguistic analysis practice (PAL) was proposed for the teaching of Portuguese language, in the 1980s, with the intention of helping students to reflect about the uses of the language in reading and textual production practices. Since then, it has been understood as one of the main cores of teaching the Portuguese language, according prescriptions by pedagogical documents such as the National Curricular Parameters (BRASIL, 1998), and the State Curricular Guidelines (PARANÁ, 2008). The textbooks, in certain ways, try to contemplate this purpose, with various understandings, though. When considering this historical context, the research that I present sustains itself on the theme The linguistic analysis practice in textbooks, delimiting, especially, on the book Araribá Plus Portuguese – 7º grade of Fundamental School II. The concern which originated the dissertation sustains on the question: What is the relationship between the teaching of grammar, PAL and LD Araribá Plus Portuguese – 7º grade? Trying to answer that question, the objective that guides this research is to comprehend, theoretic and methodologically the PAL, analyzing the language working referrals in a textbook of the fundamental school – final years. It is an investigation based on the Applied Linguistic assumptions, according to Moita Lopes’ precepts, (2006); on the interpretative qualitative approach, in line with Bortoni-Ricardo, (2008); and, methodologically, we made an exploratory research, in accordance with Gil (1999), a bibliographic and documental revision. As a result, we understand that some activities have approached the PAL, but most need to be developed by the teacher, because the textbook does not provide such practice, to reach a wider and meaningful level of the language. The students will benefit in their learning from our mediation, developing activities beyond the textbook, by extending the reflection of the language to the context of the student.
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spelling Costa-Hübes, Terezinha da Conceiçãohttp://lattes.cnpq.br/5764532456858431Baumgartner, Carmen Teresinhahttp://lattes.cnpq.br/4125351448244478Lunardelli, Mariangela Garciahttp://lattes.cnpq.br/9885114354058788Oliveira, Neil Armstrong Franco dehttp://lattes.cnpq.br/8180161443722551http://lattes.cnpq.br/3843242609152553Piano, Kalen Franciele2018-11-12T12:29:18Z2018-08-06PIANO, Kalen Franciele. A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental. 2018. 117 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.http://tede.unioeste.br/handle/tede/4013The linguistic analysis practice (PAL) was proposed for the teaching of Portuguese language, in the 1980s, with the intention of helping students to reflect about the uses of the language in reading and textual production practices. Since then, it has been understood as one of the main cores of teaching the Portuguese language, according prescriptions by pedagogical documents such as the National Curricular Parameters (BRASIL, 1998), and the State Curricular Guidelines (PARANÁ, 2008). The textbooks, in certain ways, try to contemplate this purpose, with various understandings, though. When considering this historical context, the research that I present sustains itself on the theme The linguistic analysis practice in textbooks, delimiting, especially, on the book Araribá Plus Portuguese – 7º grade of Fundamental School II. The concern which originated the dissertation sustains on the question: What is the relationship between the teaching of grammar, PAL and LD Araribá Plus Portuguese – 7º grade? Trying to answer that question, the objective that guides this research is to comprehend, theoretic and methodologically the PAL, analyzing the language working referrals in a textbook of the fundamental school – final years. It is an investigation based on the Applied Linguistic assumptions, according to Moita Lopes’ precepts, (2006); on the interpretative qualitative approach, in line with Bortoni-Ricardo, (2008); and, methodologically, we made an exploratory research, in accordance with Gil (1999), a bibliographic and documental revision. As a result, we understand that some activities have approached the PAL, but most need to be developed by the teacher, because the textbook does not provide such practice, to reach a wider and meaningful level of the language. The students will benefit in their learning from our mediation, developing activities beyond the textbook, by extending the reflection of the language to the context of the student.A prática de análise linguística (PAL) foi proposta para o ensino de língua portuguesa, na década de 1980, com o intuito de auxiliar os alunos a refletirem sobre os usos da língua em práticas de leitura e de produção textual. Desde então, passou a ser compreendida como um dos eixos de ensino da disciplina de Língua Portuguesa, conforme prescrito por documentos pedagógicos como os Parâmetros Curriculares Nacionais (BRASIL, 1998) e Diretrizes Curriculares Estaduais (PARANÁ, 2008). Os livros didáticos, de alguma forma, procuraram contemplar essa proposta, todavia, com compreensões diversas. Ao considerarmos esse contexto histórico, a pesquisa que apresento sustenta-se no tema A prática de análise linguística no livro didático, delimitando, especificamente, para o livro Araribá Plus Português – 7º ano do Ensino Fundamental II. A preocupação que deu origem à dissertação sustenta-se no questionamento: Que relação há entre o ensino de gramática, a PAL e o LD Araribá Plus Português – 7º ano? Com o intuito de responder a esse questionamento, o objetivo que move esta pesquisa é compreender, teórica e metodologicamente a PAL, analisando encaminhamentos de trabalho com a língua em um livro didático do ensino fundamental – anos finais. Trata-se de uma investigação ancorada nos pressupostos da Linguística Aplicada, conforme preceitos de Moita Lopes, (2006); na abordagem qualitativa interpretativista, segundo Bortoni-Ricardo, (2008); e, metodologicamente, desenvolvemos uma pesquisa exploratória, conforme Gil (1999), de revisão bibliográfica e documental. Como resultado, compreendemos que algumas atividades aproximaram-se da PAL, mas a maioria precisa ser desenvolvida pelo professor, porque o livro didático não propicia tal prática, para atingir um nível mais amplo e significativo da língua. Os alunos serão beneficiados em seu aprendizado a partir de nossa mediação, desenvolvendo atividades para além do livro didático, ao estender a reflexão da linguagem para o contexto do aluno.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-11-12T12:29:18Z No. of bitstreams: 2 Kalen _Piano_2018.pdf: 4499676 bytes, checksum: b105351175fc9f5321845d8d609a34fb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-11-12T12:29:18Z (GMT). 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dc.title.por.fl_str_mv A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
dc.title.alternative.eng.fl_str_mv The Linguistic Analysis practice in text books of 7º grade of Fundamental School II
title A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
spellingShingle A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
Piano, Kalen Franciele
Prática de análise linguística
Livro Didático
Gramática Normativa
Linguistic analysis practice
Textbook
Normative Grammar
LETRAS::TEORIA LITERARIA
title_short A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
title_full A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
title_fullStr A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
title_full_unstemmed A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
title_sort A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental
author Piano, Kalen Franciele
author_facet Piano, Kalen Franciele
author_role author
dc.contributor.advisor1.fl_str_mv Costa-Hübes, Terezinha da Conceição
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5764532456858431
dc.contributor.referee1.fl_str_mv Baumgartner, Carmen Teresinha
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/4125351448244478
dc.contributor.referee2.fl_str_mv Lunardelli, Mariangela Garcia
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9885114354058788
dc.contributor.referee3.fl_str_mv Oliveira, Neil Armstrong Franco de
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/8180161443722551
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3843242609152553
dc.contributor.author.fl_str_mv Piano, Kalen Franciele
contributor_str_mv Costa-Hübes, Terezinha da Conceição
Baumgartner, Carmen Teresinha
Lunardelli, Mariangela Garcia
Oliveira, Neil Armstrong Franco de
dc.subject.por.fl_str_mv Prática de análise linguística
Livro Didático
Gramática Normativa
topic Prática de análise linguística
Livro Didático
Gramática Normativa
Linguistic analysis practice
Textbook
Normative Grammar
LETRAS::TEORIA LITERARIA
dc.subject.eng.fl_str_mv Linguistic analysis practice
Textbook
Normative Grammar
dc.subject.cnpq.fl_str_mv LETRAS::TEORIA LITERARIA
description The linguistic analysis practice (PAL) was proposed for the teaching of Portuguese language, in the 1980s, with the intention of helping students to reflect about the uses of the language in reading and textual production practices. Since then, it has been understood as one of the main cores of teaching the Portuguese language, according prescriptions by pedagogical documents such as the National Curricular Parameters (BRASIL, 1998), and the State Curricular Guidelines (PARANÁ, 2008). The textbooks, in certain ways, try to contemplate this purpose, with various understandings, though. When considering this historical context, the research that I present sustains itself on the theme The linguistic analysis practice in textbooks, delimiting, especially, on the book Araribá Plus Portuguese – 7º grade of Fundamental School II. The concern which originated the dissertation sustains on the question: What is the relationship between the teaching of grammar, PAL and LD Araribá Plus Portuguese – 7º grade? Trying to answer that question, the objective that guides this research is to comprehend, theoretic and methodologically the PAL, analyzing the language working referrals in a textbook of the fundamental school – final years. It is an investigation based on the Applied Linguistic assumptions, according to Moita Lopes’ precepts, (2006); on the interpretative qualitative approach, in line with Bortoni-Ricardo, (2008); and, methodologically, we made an exploratory research, in accordance with Gil (1999), a bibliographic and documental revision. As a result, we understand that some activities have approached the PAL, but most need to be developed by the teacher, because the textbook does not provide such practice, to reach a wider and meaningful level of the language. The students will benefit in their learning from our mediation, developing activities beyond the textbook, by extending the reflection of the language to the context of the student.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-11-12T12:29:18Z
dc.date.issued.fl_str_mv 2018-08-06
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dc.identifier.citation.fl_str_mv PIANO, Kalen Franciele. A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental. 2018. 117 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.
dc.identifier.uri.fl_str_mv http://tede.unioeste.br/handle/tede/4013
identifier_str_mv PIANO, Kalen Franciele. A prática de Análise Linguística no livro didático do 7º ano do Ensino Fundamental. 2018. 117 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.
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