Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development

Detalhes bibliográficos
Autor(a) principal: Barros, Eliana Merlin Deganutti
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.09
Resumo: The procedure “didactic sequence” was developed by the researchers from the Geneva Group affiliated with the Sociodiscursive Interactionism with the objective of creating a language teaching methodology that the students could learn language practices that are configured in textual genres. However, this expression has become popular in Brazil and has been frequently used in indiscrimate ways by teachers, researches, magazine editors etc. Given this scenario, it is of extreme relevance to promote the understanding of this methodological procedure so that it can be used in a coherent form and so as that the objectives targeted by their mentors can be attained, namely, the developmen tof languages capacities associated to the reading and production of a textual genre. Therefore, this paper, resulting from our PhD research, aims to present the gears that move this didactic tool from its theoretical perspective, the social interactionism of Vigotski, in this case, represented by the Zone of Proximal Development notion. To structure the paper, the proposed association is illustrated with data and discussions generated by field research, with a collaborative-interventionist characteristic, developed during the PhD research.Key words: Portuguese language learning, didactic sequence, zone of proximal development.
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spelling Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal DevelopmentAproximações entre o funcionamento da Metodologia das Sequências Didáticas e o conceito de Zona de Desenvolvimento ProximalThe procedure “didactic sequence” was developed by the researchers from the Geneva Group affiliated with the Sociodiscursive Interactionism with the objective of creating a language teaching methodology that the students could learn language practices that are configured in textual genres. However, this expression has become popular in Brazil and has been frequently used in indiscrimate ways by teachers, researches, magazine editors etc. Given this scenario, it is of extreme relevance to promote the understanding of this methodological procedure so that it can be used in a coherent form and so as that the objectives targeted by their mentors can be attained, namely, the developmen tof languages capacities associated to the reading and production of a textual genre. Therefore, this paper, resulting from our PhD research, aims to present the gears that move this didactic tool from its theoretical perspective, the social interactionism of Vigotski, in this case, represented by the Zone of Proximal Development notion. To structure the paper, the proposed association is illustrated with data and discussions generated by field research, with a collaborative-interventionist characteristic, developed during the PhD research.Key words: Portuguese language learning, didactic sequence, zone of proximal development.O procedimento “sequência didática” (SD) foi desenvolvido pelos pesquisadores do Grupo de Genebra filiados ao Interacionismo Sociodiscursivo (ISD) com o objetivo de criar uma metodologia do ensino da língua na qual os alunos pudessem se apropriar de práticas linguageiras configuradas em gêneros de textos. Entretanto, essa expressão se popularizou no Brasil e vem sendo usada, muitas vezes, de forma indiscriminada por professores, pesquisadores, editores de revistas, etc. Nesse sentido, é de extrema relevância promover a compreensão desse procedimento metodológico para que ele possa realmente ser utilizado de forma coerente e consiga atingir os objetivos visados por seus mentores, a saber, o desenvolvimento de capacidades de linguagem associadas à leitura e à produção de um gênero de texto. Sendo assim, este artigo, fruto da nossa pesquisa de doutoramento, tem por finalidade apresentar as engrenagens que movem esse instrumental didático, a partir de uma aproximação com sua concepção teórica de base, o interacionismo social de Vigotski, neste caso, representada pela noção de Zona de Desenvolvimento Proximal (ZDP1). Para estruturar o artigo, a associação proposta é ilustrada com dados e discussões gerados pela pesquisade campo, de cunho colaborativo-intervencionista, desenvolvida durante o processo de doutoramento.Palavras-chave: ensino de língua portuguesa, sequência didática, zona de desenvolvimento proximal.Unisinos2013-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.09Calidoscópio; Vol. 11 No. 1 (2013): January/April; 76-89Calidoscópio; v. 11 n. 1 (2013): Janeiro/Abril; 76-892177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.09/1426Barros, Eliana Merlin Deganuttiinfo:eu-repo/semantics/openAccess2013-04-30T20:43:55Zoai:ojs2.revistas.unisinos.br:article/3207Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2013-04-30T20:43:55Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
Aproximações entre o funcionamento da Metodologia das Sequências Didáticas e o conceito de Zona de Desenvolvimento Proximal
title Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
spellingShingle Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
Barros, Eliana Merlin Deganutti
title_short Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
title_full Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
title_fullStr Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
title_full_unstemmed Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
title_sort Approximations between the functioning of the Didactic Sequence Methodology and the concept of Zone of Proximal Development
author Barros, Eliana Merlin Deganutti
author_facet Barros, Eliana Merlin Deganutti
author_role author
dc.contributor.author.fl_str_mv Barros, Eliana Merlin Deganutti
description The procedure “didactic sequence” was developed by the researchers from the Geneva Group affiliated with the Sociodiscursive Interactionism with the objective of creating a language teaching methodology that the students could learn language practices that are configured in textual genres. However, this expression has become popular in Brazil and has been frequently used in indiscrimate ways by teachers, researches, magazine editors etc. Given this scenario, it is of extreme relevance to promote the understanding of this methodological procedure so that it can be used in a coherent form and so as that the objectives targeted by their mentors can be attained, namely, the developmen tof languages capacities associated to the reading and production of a textual genre. Therefore, this paper, resulting from our PhD research, aims to present the gears that move this didactic tool from its theoretical perspective, the social interactionism of Vigotski, in this case, represented by the Zone of Proximal Development notion. To structure the paper, the proposed association is illustrated with data and discussions generated by field research, with a collaborative-interventionist characteristic, developed during the PhD research.Key words: Portuguese language learning, didactic sequence, zone of proximal development.
publishDate 2013
dc.date.none.fl_str_mv 2013-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.09
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dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.09/1426
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dc.publisher.none.fl_str_mv Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 11 No. 1 (2013): January/April; 76-89
Calidoscópio; v. 11 n. 1 (2013): Janeiro/Abril; 76-89
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron:Unisinos
instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
institution Unisinos
reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
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