Gêneros do discurso e ensino de língua portuguesa: a leitura da proposta curricular de São Paulo por uma professora de língua portuguesa
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Data
2010-08-30
Autores
Custódio, Cristine Leonardo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa surgiu de inquietações advindas da/na aplicação da Proposta Curricular do estado de São Paulo, em 2008, como professora de Língua Portuguesa, no ensino médio, em uma escola do Estado de São Paulo. Posteriormente, a Proposta Curricular, o Caderno do Professor e o do Aluno foi analisado, qualitativamente, nessa pesquisa documental, pela pesquisadoraprofessora, com o objetivo de avaliar a pertinência ou não da abordagem metodológica presente nos materiais. Partindo da hipótese de que documentos têm como base metodológica os gêneros do discurso e que estes, em situação escolar, sofrem uma transformação, segundo os estudos de Schneuwly e Dolz (2007), a análise pretendeu verificar o tratamento dado aos gêneros, a dialogicidade do material didático com a Proposta e seus pressupostos teóricos, baseando-se nos três Princípios ao Trabalho Didático de Schneuwly e Dolz(2007). Como resultados, foram apresentadas reflexões sobre a imposição governamental da aplicação do material, sobre a aplicabilidade das Situações de aprendizagem e sua dialogicidade com a Proposta Curricular que introduz esse modelo didático. A leitura realizada dos documentos apontou para conclusões sobre a política educacional, o enfoque dado ao ensino e, principalmente, ao papel atribuído aos professores. Constatou-se, no estudo realizado, que a Proposta Curricular de Língua Portuguesa, implantada em 2008, no Estado de São Paulo, contém em seu texto de apresentação os fundamentos da teoria sócio-interacionista que privilegia a discursividade no ensino de Língua Portuguesa, porém, que os Cadernos, onde estão as atividades, não dialogam com as idéias do texto de apresentação, seja pelas falhas em sua elaboração, descritas nas análises realizadas, seja, por pretender padronizar o conteúdo, anulando a interlocução e ignorando as diferenças que possam existir...
This research grew out of concerns arising from / in the implementation of Curriculum Proposal of São Paulo in 2008 as professor of Portuguese at the school, a school in the State of São Paulo. Thereafter, the proposed Curriculum, Teacher's Booklet and the Student were analyzed qualitatively, this documentary research, the researcher-teacher, with the aim of evaluating the appropriateness or otherwise of this methodological approach to the materials. Assuming that documents are based on methodological discourse genres and that these, in the school situation, they undergo a transformation, according to studies Schneuwly and Dolz (2007), the analysis sought to check the treatment of the genders, the dialogical courseware with the Proposal and its theoretical assumptions, based on three principles to Work Schneuwly and Didactic Dolz (2007). The results were presented reflections on the imposition of government application of the material on the applicability of learning situations and their dialogue with the Curriculum Proposal that introduces this educational model. The reading of the documents held pointed to findings on educational policy, their focus on education and especially the role assigned to teachers. It was found in the study, that the Proposed Course of Portuguese Language, established in 2008 in São Paulo, contains in its text presenting the fundamentals of social interaction theory that privileges the discourse in the teaching of Portuguese, but that the Notebooks, where are the activities, there is no dialogue with the ideas of the text display, either due to flaws in its design, described in the analysis, that is, for pretending to standardize the content, negating the dialogue and ignoring the differences that may exist the teaching-learning process. The research points also to the figure of the applicator, performer, facilitator, monitor those documents which... (Complete abstract click electronic access below)
This research grew out of concerns arising from / in the implementation of Curriculum Proposal of São Paulo in 2008 as professor of Portuguese at the school, a school in the State of São Paulo. Thereafter, the proposed Curriculum, Teacher's Booklet and the Student were analyzed qualitatively, this documentary research, the researcher-teacher, with the aim of evaluating the appropriateness or otherwise of this methodological approach to the materials. Assuming that documents are based on methodological discourse genres and that these, in the school situation, they undergo a transformation, according to studies Schneuwly and Dolz (2007), the analysis sought to check the treatment of the genders, the dialogical courseware with the Proposal and its theoretical assumptions, based on three principles to Work Schneuwly and Didactic Dolz (2007). The results were presented reflections on the imposition of government application of the material on the applicability of learning situations and their dialogue with the Curriculum Proposal that introduces this educational model. The reading of the documents held pointed to findings on educational policy, their focus on education and especially the role assigned to teachers. It was found in the study, that the Proposed Course of Portuguese Language, established in 2008 in São Paulo, contains in its text presenting the fundamentals of social interaction theory that privileges the discourse in the teaching of Portuguese, but that the Notebooks, where are the activities, there is no dialogue with the ideas of the text display, either due to flaws in its design, described in the analysis, that is, for pretending to standardize the content, negating the dialogue and ignoring the differences that may exist the teaching-learning process. The research points also to the figure of the applicator, performer, facilitator, monitor those documents which... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Língua portuguesa – Estudo e ensino, Ensino médio, Gêneros do discurso, Proposta Curricular SEE/SP2008, High school, Speech genres, Portuguese language teaching, Curriculum Proposal SEE/SP2008
Como citar
CUSTÓDIO, Cristine Leonardo. Gêneros do discurso e ensino de língua portuguesa: a leitura da proposta curricular de São Paulo por uma professora de língua portuguesa. 2010. 98 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2010.