A diversidade linguística e suas implicações no processo de letramento em situação escolar

• Autor(a) principal: Souza, Márcia
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/2358
• topic: formação continuada; letramento; ensino e a aprendizagem; diversidade linguística; variações bidialetais; Continuing education; Literacy; Teaching and learning; Linguistic diversity; Bidialetal variations; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

The study here presented has as theme the linguistic diversity in the discourse approach, reflecting about its implications in the process of literacy in a school situation, from a detailed analysis of the social and historical context of the city where the research took place, Ouro Verde do Oeste. Located in the West of Paraná State, this city is engaged with the research project named Continuing education for teachers of basic education in the first grades: actions aimed at literacy in cities with a low index of development of basic education (IDEB) in the West zone of Paraná , developed by a researchers group of Unioeste, a result of a partnership among the Stricto Sensu Post-Graduation Program of Arts/Letters of that institution, CAPES and INEP, through the Observatório da Educação [Education Observatory] Program. This research has the main objective of analyzing and interpreting the linguistic diversity, determined by the regional variations in the process of literacy. Therefore, the theoretical purpose goes from interactionism as synonym of dialogicity, from the conception of language as a dialogic process, respectively present in the studies of Geraldi (1984, 1996, 1997), Bakhtin (2003) and Bakhtin/Volochínov (2009). The process of literacy is here appraised as social practices, in specific situations and also with specific purposes, according to Kleiman (1995) and Soares (2000, 2004), being not passible of a static definition, in this sense. We bring the studies about the Variational Theory, according to Labov (1972/2008), Mollica (1998, 2003, 2011), Bortoni-Ricardo (2004, 2008, 2011) and von Borstel (2002/2003, 2007), aided by the concepts of language/culture from Calvet (2002) and Certeau (2008), which allowed us to visualize the language study in an inner relation with the social facts and, consequently, with the school context. Thus, we developed reflections so that we could understand and apply the Sociolinguistics studies, with aim at the qualitative and interpretative research of Gumperz (1991, 1998) and of Erickson (1989, 2001), as well as the Applied Linguistics postulates according to Moita Lopes (2006) and Cavalcanti (2001, 2006), among others. To do so, we brought the historical context of the city from the documental analysis of elements that outline the history of the city and from the analysis of students written texts, when there was an application of the proposals of textual production, and the participant observation followed by an interview script, both realized at Padre Arnaldo Janssen School. In this research, we verified that in the work with literacy, the existence of status between two or more ways of speaking, that is, the bidialetalism or the plurilingualism of Brazilian Portuguese, especially come from a regional basis, must be a priority for the teaching of the Portuguese language, since the results of this research point out that there is interference in the writing of the students and that there is a necessity of proposing activities that comprehend this aspect