A relação professor-aluno e a produção textual no CEEJA de Marília-SP: uma abordagem dialógica
Arquivos
Data
2018-02-22
Autores
Souza, João Paulo Francisco de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa relatada nesta tese, apresentada ao Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências, Universidade Estadual Paulista – UNESP – Campus de Marília teve como objetivo principal compreender a forma pela qual se dão as relações dialógicas entre professor e aluno no processo de ensino e aprendizagem dos atos de escrita nas aulas de língua portuguesa do Centro Estadual de Educação de Jovens e Adultos – CEEJA – de Marília-SP. Para tanto, a investigação foi realizada com o apoio dos princípios da pesquisa do tipo etnográfico em relação à geração de dados, mapeando o material didático adotado pela Secretaria Estadual da Educação, além de outros documentos educacionais de ensino como as produções de textos, redações e também manifestações orais de alunos e professores, situados e produzidos historicamente e axiologicamente, na esfera da escola. A análise dos dados gerados foi realizada à luz das contribuições do Círculo de Bakhtin no que toca às relações mediadas pela linguagem. A pesquisa concretizou-se durante o acompanhamento sistematizado de dois professores e de dois alunos do Ensino Fundamental II, em seus percursos de estudo até a conclusão do componente curricular de Língua Portuguesa, entre 2015 e 2016. Com a proposta desse acompanhamento experimentado de dentro da esfera escolar foi possível analisar a relação entre os interlocutores, bem como a construção de significados no desenvolvimento de produções textuais escritas dentro da modalidade de Educação de Jovens e Adultos, analisando seus métodos, contextos e consequências. Essa proposta de produção de atos de escrita em situações de troca verbal permitiu aos alunos superar dificuldades de produção escrita e avançar na escolarização, reelaborando sua cultura por meio da imprescindível interlocução com os professores e com os gêneros discursivos disponibilizados, apropriando-se de forma significativa da linguagem escrita e consolidando o direito à educação ao longo da vida.
The research related in this thesis, presented to the Post Graduation Program in Education, which belongs to the Faculdade de Ciências, Universidade Paulista – UNESP – in Marilia, had as main target to comprehend the way by which dialogical relations happen between teacher and student in the process of teaching and learning, relating acts of writing in the Portuguese Language classes at the “Centro Estadual de Educação de Jovens e Adultos” – CEEJA – in Marília-SP. For that, the investigation was accomplished with the support of the principles of research in the ethnographical type combining all the data collection generated and mapping the didactical material adopted by the Secretaria Estadual de Educação, including other official teaching documents like text productions, text compositions and also the oral testimonials of students and teachers, situated and produced historically and axiologically in school sphere. The analysis of these produced data was developed having as support the Circle of Bakhtin concerning the relations mediated by Language. The research was accomplished during the systemized observation of two teachers and two students that come from Elementary School, during their studies until they conclude the Portuguese Language curricular component, between 2015 and 2016. Having this experimented observation proposal from inside the scholar sphere it was possible to analyze the relation between the partners and the construction of meanings in the writing acts development inside the model of Young and Adult Education, analyzing their methods, contexts and consequences. This proposal of writing acts production in verbal exchange situation allowed the students to overcome writing production difficulties and advance in scholarship, recreating their culture through an imperative dialogue with the teacher and the discursive genders available, seizing the writing language in a substantial way and consolidating the right to education throughout life.
The research related in this thesis, presented to the Post Graduation Program in Education, which belongs to the Faculdade de Ciências, Universidade Paulista – UNESP – in Marilia, had as main target to comprehend the way by which dialogical relations happen between teacher and student in the process of teaching and learning, relating acts of writing in the Portuguese Language classes at the “Centro Estadual de Educação de Jovens e Adultos” – CEEJA – in Marília-SP. For that, the investigation was accomplished with the support of the principles of research in the ethnographical type combining all the data collection generated and mapping the didactical material adopted by the Secretaria Estadual de Educação, including other official teaching documents like text productions, text compositions and also the oral testimonials of students and teachers, situated and produced historically and axiologically in school sphere. The analysis of these produced data was developed having as support the Circle of Bakhtin concerning the relations mediated by Language. The research was accomplished during the systemized observation of two teachers and two students that come from Elementary School, during their studies until they conclude the Portuguese Language curricular component, between 2015 and 2016. Having this experimented observation proposal from inside the scholar sphere it was possible to analyze the relation between the partners and the construction of meanings in the writing acts development inside the model of Young and Adult Education, analyzing their methods, contexts and consequences. This proposal of writing acts production in verbal exchange situation allowed the students to overcome writing production difficulties and advance in scholarship, recreating their culture through an imperative dialogue with the teacher and the discursive genders available, seizing the writing language in a substantial way and consolidating the right to education throughout life.
Descrição
Palavras-chave
Educação de jovens e adultos, CEEJA, Práticas docentes, Linguagem escrita, Relações dialógicas, Young and adults education, Teaching practices, Writing language, Dialogical relations