As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8051 |
Resumo: | In the current context of external evaluations, our students' difficulty in reading written texts is undeniable. For this reason, this research starts from the search of knowledge systems performance: linguistic, encyclopedic and interactive in interpretation and construction of meanings of the text through cognitive strategies of textual processing, in an interdisciplinary perspective, with the intention of producing a proposal of intervention, aiming to contribute to studies and research in the educational field. Therefore, this research aims to analyze the knowledge that 6th grade students mobilize in the act of reading, during textual processing, in order to understand what cognitive knowledge a student needs to read and interpret written texts. In this sense, we seek to support this research, mainly, in the theoretical contributions that support reading and mother tongue teaching through gender, conceiving the text as a place of interaction between reader-text-author, highlighting, in this context, the theoretical contributions of Bakhtin (1992), Marcuschi (2008, 2010); Antunes (2003, 2009); Koch and Elias (2014); Koch (2015, 2016); Bazerman (2007), Bezerra (2017) and, in the interdisciplinary approach, we highlight Japiassu (1976); Fazenda (2008), and specially Kleiman and Moraes (1999), who defend a collective and discursive pedagogical practice. Thus, through a qualitative approach and action research, we carried out this research, basically in four stages: the first one consisted of a diagnostic activity, the second one, moulded by the workshops held with the teachers involved in the curricular subjects project (Portuguese Language, Mathematics and Sciences), allowing students a new reading based on the approach in each area of knowledge; the third, the application of interdisciplinary activities and the fourth deals with the analysis of activities. Finally, the corpus analysis of this research allowed us to verify the importance of the three great knowledge systems for the interpretation and production of meanings of the text and, consequently, for the improvement of reading proficiency. |
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SILVA, Dennys Dikson Marcelino daSILVA, Dennys Dikson Marcelino daGOMES, Juliene da Silva BarrosLIMA, Gustavo Henrique da Silvahttp://lattes.cnpq.br/3444244103887705SANTOS, Emília Cristina Ribeiro dos2019-05-24T12:21:26Z2018-03-23SANTOS, Emília Cristina Ribeiro dos. As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar. 2018. 162 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8051In the current context of external evaluations, our students' difficulty in reading written texts is undeniable. For this reason, this research starts from the search of knowledge systems performance: linguistic, encyclopedic and interactive in interpretation and construction of meanings of the text through cognitive strategies of textual processing, in an interdisciplinary perspective, with the intention of producing a proposal of intervention, aiming to contribute to studies and research in the educational field. Therefore, this research aims to analyze the knowledge that 6th grade students mobilize in the act of reading, during textual processing, in order to understand what cognitive knowledge a student needs to read and interpret written texts. In this sense, we seek to support this research, mainly, in the theoretical contributions that support reading and mother tongue teaching through gender, conceiving the text as a place of interaction between reader-text-author, highlighting, in this context, the theoretical contributions of Bakhtin (1992), Marcuschi (2008, 2010); Antunes (2003, 2009); Koch and Elias (2014); Koch (2015, 2016); Bazerman (2007), Bezerra (2017) and, in the interdisciplinary approach, we highlight Japiassu (1976); Fazenda (2008), and specially Kleiman and Moraes (1999), who defend a collective and discursive pedagogical practice. Thus, through a qualitative approach and action research, we carried out this research, basically in four stages: the first one consisted of a diagnostic activity, the second one, moulded by the workshops held with the teachers involved in the curricular subjects project (Portuguese Language, Mathematics and Sciences), allowing students a new reading based on the approach in each area of knowledge; the third, the application of interdisciplinary activities and the fourth deals with the analysis of activities. Finally, the corpus analysis of this research allowed us to verify the importance of the three great knowledge systems for the interpretation and production of meanings of the text and, consequently, for the improvement of reading proficiency.No contexto atual das avaliações externas, é inegável a dificuldade dos nossos alunos no que se refere à leitura de textos escritos. Por essa razão, esta pesquisa parte da busca da atuação dos sistemas de conhecimento: linguístico, enciclopédico e interacional na interpretação e construção de sentidos do texto por meio das estratégias cognitivas do processamento textual, numa perspectiva interdisciplinar, com o intuito de produzir uma proposta de intervenção, visando contribuir com os estudos e pesquisas no campo educacional. Portanto, esta pesquisa tem por objetivo analisar os conhecimentos que os educandos do 6º ano mobilizam no ato da leitura, durante o processamento textual, a fim de compreender que conhecimentos cognitivos são necessários para que o aluno leia e interprete textos escritos. Nesse sentido, buscamos respaldar essa pesquisa, principalmente, nos aportes teóricos que fundamentam a leitura e um ensino de língua materna por meio do gênero, concebendo o texto como lugar de interação entre leitor-texto-autor, destacando-se, nesse contexto, as contribuições teóricas de Bakhtin (1992), Marcuschi (2008, 2010); Antunes (2003, 2009); Koch e Elias (2014); Koch (2015, 2016); Bazerman (2006, 2007), Bezerra (2017) e, na abordagem interdisciplinar, destacamos Japiassu (1976); Fazenda (2008) e, principalmente, Kleiman e Moraes (1999) , que defendem uma prática pedagógica coletiva e discursiva. Assim, por meio de uma abordagem qualitativa e da pesquisa-ação, realizamos esta pesquisa, basicamente, em quatro etapas, a primeira constou de uma atividade diagnóstica, a segunda, formada pelas oficinas realizadas com os professores envolvidos no projeto das disciplinas curriculares (Língua Portuguesa, Matemática e Ciências), possibilitando aos estudantes uma nova leitura a partir da abordagem em cada área do conhecimento; a terceira, a aplicação das atividades interdisciplinares e a quarta trata da análise das atividades. Finalmente, a análise do corpus desta pesquisa nos permitiu constatar a importância dos três grandes sistemas de conhecimento para a interpretação e produção de sentidos do texto e, consequentemente, para a melhoria da proficiência em leitura.Submitted by Mario BC (mario@bc.ufrpe.br) on 2019-05-24T12:21:26Z No. of bitstreams: 1 Emilia Cristina Ribeiro dos Santos.pdf: 3827393 bytes, checksum: 6f337b81bed72ebd8c66d20ec0ed9f4e (MD5)Made available in DSpace on 2019-05-24T12:21:26Z (GMT). No. of bitstreams: 1 Emilia Cristina Ribeiro dos Santos.pdf: 3827393 bytes, checksum: 6f337b81bed72ebd8c66d20ec0ed9f4e (MD5) Previous issue date: 2018-03-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Letras (PROFLETRAS)UFRPEBrasilUnidade Acadêmica de GaranhunsInterpretação de textoProcessamento textualLeituraLINGUISTICA, LETRAS E ARTES::LETRASAs estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinarinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-85782760713605040946006006006007720514182411279411-54094192628864980882075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALEmilia Cristina Ribeiro dos Santos.pdfEmilia Cristina Ribeiro dos Santos.pdfapplication/pdf3827393http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8051/2/Emilia+Cristina+Ribeiro+dos+Santos.pdf6f337b81bed72ebd8c66d20ec0ed9f4eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8051/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/80512019-05-24 09:21:26.116oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:36:27.706917Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
title |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
spellingShingle |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar SANTOS, Emília Cristina Ribeiro dos Interpretação de texto Processamento textual Leitura LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
title_full |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
title_fullStr |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
title_full_unstemmed |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
title_sort |
As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar |
author |
SANTOS, Emília Cristina Ribeiro dos |
author_facet |
SANTOS, Emília Cristina Ribeiro dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SILVA, Dennys Dikson Marcelino da |
dc.contributor.referee1.fl_str_mv |
SILVA, Dennys Dikson Marcelino da |
dc.contributor.referee2.fl_str_mv |
GOMES, Juliene da Silva Barros |
dc.contributor.referee3.fl_str_mv |
LIMA, Gustavo Henrique da Silva |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3444244103887705 |
dc.contributor.author.fl_str_mv |
SANTOS, Emília Cristina Ribeiro dos |
contributor_str_mv |
SILVA, Dennys Dikson Marcelino da SILVA, Dennys Dikson Marcelino da GOMES, Juliene da Silva Barros LIMA, Gustavo Henrique da Silva |
dc.subject.por.fl_str_mv |
Interpretação de texto Processamento textual Leitura |
topic |
Interpretação de texto Processamento textual Leitura LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
In the current context of external evaluations, our students' difficulty in reading written texts is undeniable. For this reason, this research starts from the search of knowledge systems performance: linguistic, encyclopedic and interactive in interpretation and construction of meanings of the text through cognitive strategies of textual processing, in an interdisciplinary perspective, with the intention of producing a proposal of intervention, aiming to contribute to studies and research in the educational field. Therefore, this research aims to analyze the knowledge that 6th grade students mobilize in the act of reading, during textual processing, in order to understand what cognitive knowledge a student needs to read and interpret written texts. In this sense, we seek to support this research, mainly, in the theoretical contributions that support reading and mother tongue teaching through gender, conceiving the text as a place of interaction between reader-text-author, highlighting, in this context, the theoretical contributions of Bakhtin (1992), Marcuschi (2008, 2010); Antunes (2003, 2009); Koch and Elias (2014); Koch (2015, 2016); Bazerman (2007), Bezerra (2017) and, in the interdisciplinary approach, we highlight Japiassu (1976); Fazenda (2008), and specially Kleiman and Moraes (1999), who defend a collective and discursive pedagogical practice. Thus, through a qualitative approach and action research, we carried out this research, basically in four stages: the first one consisted of a diagnostic activity, the second one, moulded by the workshops held with the teachers involved in the curricular subjects project (Portuguese Language, Mathematics and Sciences), allowing students a new reading based on the approach in each area of knowledge; the third, the application of interdisciplinary activities and the fourth deals with the analysis of activities. Finally, the corpus analysis of this research allowed us to verify the importance of the three great knowledge systems for the interpretation and production of meanings of the text and, consequently, for the improvement of reading proficiency. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-03-23 |
dc.date.accessioned.fl_str_mv |
2019-05-24T12:21:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Emília Cristina Ribeiro dos. As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar. 2018. 162 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8051 |
identifier_str_mv |
SANTOS, Emília Cristina Ribeiro dos. As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar. 2018. 162 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns. |
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