Formação de representações e reestruturação do conteúdo temático para a produção do texto autobiográfico
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Data
2019-02-27
Autores
Gladenucci, Paula Fabiane Sartori
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação, realizada em nível de mestrado profissional, no Programa Docência para Educação Básica, da Unesp de Bauru/SP, foi desenvolvida por meio de uma pesquisa-ação de caráter longitudinal, em uma escola pública do município de Bauru. Teve como objetivo formar representações de mundos discursivos para serem semiotizadas no texto autobiográfico, por meio de diversas operações psicológicas e linguísticas organizadas em sequências didáticas, numa turma do 3º ano do ensino fundamental, em 2017, em continuidade no 4º ano, em 2018. Para tanto, o processo de ensino-aprendizagem foi organizado em duas sequências didáticas de gênero (SDG), uma em 2017 e outra em 2018, para desenvolver capacidades de linguagem para escrita do texto autobiográfico. Esta pesquisa inscreve-se no referencial teórico-metodológico do Interacionismo Sociodiscursivo (ISD) que compreende o agir humano nas atividades de linguagem, conforme Bronckart (2003); na psicologia da aprendizagem de Vygotsky, sobretudo nas funções psicológicas memória, pensamento e linguagem e os conceitos de zona de desenvolvimento real e proximal; na Didática das Línguas da Escola de Genebra (2004); na concepção de linguagem e de gêneros bakhtiniana (2003), nos pressupostos teóricos do gênero autobiografia em destaque aos estudos de Lejeune (1975, 2008) e Bakhtin (2003, 2006, 2014) e na elaboração do modelo teórico proposto por Barros (2011). O percurso metodológico da pesquisa foi delineado nas etapas da pesquisa-ação (THIOLLENT, 2008/2011), nas quais foram diagnosticados os problemas de escrita e, a partir destes, foram elaboradas as duas SDG. A primeira, em 2017, com o enfoque nas representações psicológicas do gênero e, no ano seguinte, em 2018, a segunda SDG, desenvolvendo a reestruturação do conteúdo temático por meio de operações de linguagem para a escrita do texto autobiográfico. No interior dessas SDG foram geradas produções textuais que constituíram o corpus de análise, quais sejam: avaliação diagnóstica (AD); produção inicial (PI) e produção final (PF) das duas SDG. Nas duas versões da AD (2017 e 2018) foi avaliado somente o conteúdo temático; nas duas versões da PI e PF (2017 e 2018), a avaliação foi feita segundo o modelo de análise de textos bronckartiano (capacidades de ação, discursivas e linguístico-discursivas). Os resultados de análise mostraram que o domínio da escrita do texto autobiográfico, por alunos dos anos iniciais do ensino fundamental, é alcançado no decurso de um longo processo de desenvolvimento do pensamento e da linguagem, mediado por um ensino intencional, formal e sistematizado organizado em torno de um objeto social de prática de linguagem (gênero). Conclui-se que, sem previamente semiotizar as representações do conteúdo temático por tema (Unidade de Significado), agentes de 8 a 10 anos de idade não chegam à materialização do texto autobiográfico. A reestruturação do conteúdo temático na autobiografia requer mediação na formação das representações psicológicas por meio de instrumentos semióticos auxiliares à memória que, no caso desta pesquisa, foram o portfólio, constituído pelas lembranças da trajetória de vida, e o quadro do conteúdo temático que sintetiza as unidades de significado que o constituem.
This dissertation, held at the level of a professional master's degree, in the Basic Education Teaching Program of Unesp in Bauru / SP, was developed through an action research of a longitudinal nature, in a public school in the city of Bauru. It aimed to form representations of discursive worlds to be semiotized in the autobiographical text, through various psychological and linguistic operations organized in didactic sequences, in a class of the 3rd year of elementary education, in 2017, which continued in the 4th year, in 2018. For that, the teaching-learning process was organized into two didactic genre sequences, one in 2017 and another in 2018, to develop language skills for writing the autobiographical text. This research inserts the Sociodiscursive Interactionism theoretical-methodological framework, which includes human action in language activities, according to Bronckart (2003); in the psychology of learning of Vygotsky, especially in the psychological functions like memory, thought and language and the concepts of real and proximal zone of development; in the Teaching of Languages of the Geneva School (2004); in the Bakhtinian conception of language and genres (2003), in the theoretical presuppositions of the autobiography genre, emphasing the studies of Lejeune (1975, 2008) and Bakhtin (2003, 2006, 2014) and in the elaboration of the theoretical model proposed by Barros (2011) . The methodological course of the research was delineated in the stages of the action research (THIOLLENT, 2008/2011), in which the writing problems were diagnosed and, from these, the two didactic genre sequences were elaborated. The first, in 2017, focused on the psychological representations of the genre and, the following year, in 2018, the second didactic genre sequence, developing the restructuring of thematic content through language operations for the writing of the autobiographical text. Within these didactic genre sequences, textual productions were generated and these constituted the corpus of analysis, such as: diagnostic evaluation ; initial and final production of the two didactic genre sequences. In both versions of the diagnostic evaluation (2017 and 2018) only the thematic content was evaluated; in the two versions of PI and PF (2017 and 2018), the evaluation was made according to the text analysis model of Bronckart (action capacities, discursive and linguistic-discursive). The analysis results showed that the writing domain of the autobiographical text by students of the initial years of elementary education is reached in the course of a long process of thought and language development, mediated by an intentional, formal and systematized teaching organized in around a social object of language practice (genre). It is concluded that, without previously semiotizing the representations of the thematic content by theme (Unit of Meaning), agents from 8 to 10 years of age do not reach the materialization of the autobiographical text. The restructuring of the thematic content in autobiography requires mediation in the psychological formation representations through semiotic instruments, memory auxiliary which, in the case of this research, were the portfolio, constituted by the memories of the life trajectory, and the framework of the thematic content that synthesizes the units of meaning that constitute it.
This dissertation, held at the level of a professional master's degree, in the Basic Education Teaching Program of Unesp in Bauru / SP, was developed through an action research of a longitudinal nature, in a public school in the city of Bauru. It aimed to form representations of discursive worlds to be semiotized in the autobiographical text, through various psychological and linguistic operations organized in didactic sequences, in a class of the 3rd year of elementary education, in 2017, which continued in the 4th year, in 2018. For that, the teaching-learning process was organized into two didactic genre sequences, one in 2017 and another in 2018, to develop language skills for writing the autobiographical text. This research inserts the Sociodiscursive Interactionism theoretical-methodological framework, which includes human action in language activities, according to Bronckart (2003); in the psychology of learning of Vygotsky, especially in the psychological functions like memory, thought and language and the concepts of real and proximal zone of development; in the Teaching of Languages of the Geneva School (2004); in the Bakhtinian conception of language and genres (2003), in the theoretical presuppositions of the autobiography genre, emphasing the studies of Lejeune (1975, 2008) and Bakhtin (2003, 2006, 2014) and in the elaboration of the theoretical model proposed by Barros (2011) . The methodological course of the research was delineated in the stages of the action research (THIOLLENT, 2008/2011), in which the writing problems were diagnosed and, from these, the two didactic genre sequences were elaborated. The first, in 2017, focused on the psychological representations of the genre and, the following year, in 2018, the second didactic genre sequence, developing the restructuring of thematic content through language operations for the writing of the autobiographical text. Within these didactic genre sequences, textual productions were generated and these constituted the corpus of analysis, such as: diagnostic evaluation ; initial and final production of the two didactic genre sequences. In both versions of the diagnostic evaluation (2017 and 2018) only the thematic content was evaluated; in the two versions of PI and PF (2017 and 2018), the evaluation was made according to the text analysis model of Bronckart (action capacities, discursive and linguistic-discursive). The analysis results showed that the writing domain of the autobiographical text by students of the initial years of elementary education is reached in the course of a long process of thought and language development, mediated by an intentional, formal and systematized teaching organized in around a social object of language practice (genre). It is concluded that, without previously semiotizing the representations of the thematic content by theme (Unit of Meaning), agents from 8 to 10 years of age do not reach the materialization of the autobiographical text. The restructuring of the thematic content in autobiography requires mediation in the psychological formation representations through semiotic instruments, memory auxiliary which, in the case of this research, were the portfolio, constituted by the memories of the life trajectory, and the framework of the thematic content that synthesizes the units of meaning that constitute it.
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Palavras-chave
Interacionismo Sociodiscursivo, Texto autobiográfico, Conteúdo temático, Planificação textual, Ensino longitudinal, Sequência Didática de Gênero, Sociodiscursive Interactionism, Autobiographical text, Thematic content, Textual planning, Longitudinal teaching, Genre Didactic Sequence