Semiotização do conteúdo da literatura indígena na dissertação argumentativa de vestibular
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Data
2019-12-09
Autores
Canizares, Kathia Alexandra Lara
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho é uma contribuição aos estudos da Engenharia Didática de Ensino de Língua (EDEL), cuja proposta (desenvolvimento de uma Sequência Didática de Ensino Mista - SDEM) considera o espaço de ensino, aprendizagem e investigação, passível de observações e identificação didática do processo de ensino e da introdução de saberes para o desenvolvimento da escrita empírica, visto que ensinar a escrita para alunos das séries finais do Ensino Médio das escolas públicas é um grande desfio. Mas, na concepção dialética da escrita e da leitura (JANTSCH, 1996) e, por acreditar-se no direito inalienável dos aprendizes a se apropriarem da língua escrita, uma das maiores objetivações da humanidade, a produção textual escrita vinculada à leitura de textos literários, foi escolhida como objeto de pesquisa desta dissertação de mestrado. Dessa forma, esta pesquisa teve como objetivo validar uma forma de organização de ensino da linguagem escrita nos planos psicológico e linguístico, atendendo à Lei 11.645/2008, aliando o processo de leitura cujo conteúdo temático (literatura indígena) seja ampliado para ser semiotizado na dissertação argumentativa de vestibular (DAV). Os participantes da pesquisa foram alunos da terceira série do Ensino Médio, de uma escola pública do interior paulista, e conduzida à luz do Interacionismo Sociodiscursivo (ISD), fundamentada na Teoria Histórico Cultural (VIGOSTKI, 2009, 2018); na Teoria dos Gêneros (BAKHTIN, 2003; BRONCKART, 2003, 2006, 2013; VOLÓCHINOV, 2017); na Metodologia da Transposição Didática (MACHADO e CRISTOVÃO, 2006); na Metodologia da Sequência Didática e na Engenharia Didática do Ensino da Língua (SCHNEUWLY, 2004; DOLZ, 2010; DOLZ e ABOUZAID, 2015; DOLZ, 2016). Para a organização do desenvolvimento do conteúdo temático, foi utilizado o método de leitura de textos literários, de Bordini e Aguiar (1993) conhecido como Método Recepcional de Leitura (MRL). As oficinas modulares foram desenvolvidas em uma sequência didática de ensino de leitura (SDEL) e numa sequência didática de ensino de escrita (SDEE). Após a intervenção didática, foi realizada a análise da produção inicial (PI) e confrontada com a produção final (PF) dos alunos. O desenvolvimento da SDEM possibilitou a articulação da leitura e da escrita observada na semiotização do conteúdo temático e do gênero na produção do gênero DAV, possibilitando o ensino da língua portuguesa, nas diversas abordagens: literária, gramatical e de produção de textos. Da mesma forma, o Método Recepcional, como metodologia para o ensino da leitura, constitui uma ferramenta viável pragmática que permite a superação da fragmentação da leitura-escrita. De forma geral, foi possível constatar que houve desenvolvimento das capacidades de linguagem dos alunos, mesmo não havendo complexificação da estrutura do raciocínio argumentativo. Finalmente, foi confeccionado o Produto Educacional que consistiu na organização da primeira etapa desta pesquisa, em forma de Unidade Didática, com proposta de atividades, para formar, reestruturar e ordenar o conteúdo temático, a partir de textos literários de autoria indígena, a fim de promover o desenvolvimento de capacidades de ação comunicativa.
This work is a contribution to the studies of the Teaching Engineering of Language Teaching (EDEL), whose proposal (development of a Mixed Teaching Teaching Sequence - SDEM) considers the space of teaching, learning and research, subject to observations and didactic identification of the process teaching and the introduction of knowledge for the development of empirical writing, since teaching writing to students in the final grades of public schools is a major challenge. But, in the dialectical conception of writing and reading (JANTSCH, 1996) and, believing in the inalienable right of apprentices to appropriate the written language, one of the greatest objectivities of humanity, a textual production written writing lecture of literary texts, Thus, this research aimed to validate a form of organization of the teaching of the written language in the psychological and linguistic plans, assisting the Law 11.645 / 2008, combining the reading process whose thematic content ( indigenous literature) is expanded to be semiotized in argumentative dissertation of entrance exam (DAV). The research participants were students of the third grade of high school, from a public school in the interior of São Paulo, and conducted in the light of Sociodiscursive Interactionism (ISD), based on the Historical Cultural Theory (VIGOSTKI, 2009, 2018); in Gender Theory (BAKHTIN, 2003; BRONCKART, 2003, 2006, 2013; VOLÓCHINOV, 2017); in the Methodology of Didactic Transposition (MACHADO and CRISTOVÃO, 2006); in Didactic Sequence Methodology and Didactic Engineering of Language Teaching (SCHNEUWLY, 2004; DOLZ, 2010; DOLZ and ABOUZAID, 2015; DOLZ, 2016). For the organization of the development of thematic content, we used the method of reading literary texts by Bordini and Aguiar (1993) known as the Receptional Reading Method (MRL). The modular workshops were developed in a reading teaching didactic sequence (SDEL) and a writing teaching didactic sequence (SDEE). After the didactic intervention, the analysis of the initial production (PI) was performed and compared with the final production (PF) of the students. The development of SDEM enabled the articulation of reading and writing observed in the semiotization of thematic content and gender in the production of the DAV genre, enabling the teaching of the Portuguese language, in the various approaches: literary, grammatical and text production. Likewise, the Receptional Method, as a methodology for teaching reading, constitutes a viable pragmatic tool that allows overcoming the fragmentation of readingwriting. In general, it was possible to verify that there was a development of the students' language skills, even though there was no complexification of the structure of argumentative reasoning. Finally, it was made the Educational Product that consisted of the organization of the first stage of this research, in the form of Didactic Unit, with proposal of activities, to form, restructure and order the thematic content, from literary texts of indigenous authorship, in order to promote the development of communicative action capacities.
This work is a contribution to the studies of the Teaching Engineering of Language Teaching (EDEL), whose proposal (development of a Mixed Teaching Teaching Sequence - SDEM) considers the space of teaching, learning and research, subject to observations and didactic identification of the process teaching and the introduction of knowledge for the development of empirical writing, since teaching writing to students in the final grades of public schools is a major challenge. But, in the dialectical conception of writing and reading (JANTSCH, 1996) and, believing in the inalienable right of apprentices to appropriate the written language, one of the greatest objectivities of humanity, a textual production written writing lecture of literary texts, Thus, this research aimed to validate a form of organization of the teaching of the written language in the psychological and linguistic plans, assisting the Law 11.645 / 2008, combining the reading process whose thematic content ( indigenous literature) is expanded to be semiotized in argumentative dissertation of entrance exam (DAV). The research participants were students of the third grade of high school, from a public school in the interior of São Paulo, and conducted in the light of Sociodiscursive Interactionism (ISD), based on the Historical Cultural Theory (VIGOSTKI, 2009, 2018); in Gender Theory (BAKHTIN, 2003; BRONCKART, 2003, 2006, 2013; VOLÓCHINOV, 2017); in the Methodology of Didactic Transposition (MACHADO and CRISTOVÃO, 2006); in Didactic Sequence Methodology and Didactic Engineering of Language Teaching (SCHNEUWLY, 2004; DOLZ, 2010; DOLZ and ABOUZAID, 2015; DOLZ, 2016). For the organization of the development of thematic content, we used the method of reading literary texts by Bordini and Aguiar (1993) known as the Receptional Reading Method (MRL). The modular workshops were developed in a reading teaching didactic sequence (SDEL) and a writing teaching didactic sequence (SDEE). After the didactic intervention, the analysis of the initial production (PI) was performed and compared with the final production (PF) of the students. The development of SDEM enabled the articulation of reading and writing observed in the semiotization of thematic content and gender in the production of the DAV genre, enabling the teaching of the Portuguese language, in the various approaches: literary, grammatical and text production. Likewise, the Receptional Method, as a methodology for teaching reading, constitutes a viable pragmatic tool that allows overcoming the fragmentation of readingwriting. In general, it was possible to verify that there was a development of the students' language skills, even though there was no complexification of the structure of argumentative reasoning. Finally, it was made the Educational Product that consisted of the organization of the first stage of this research, in the form of Didactic Unit, with proposal of activities, to form, restructure and order the thematic content, from literary texts of indigenous authorship, in order to promote the development of communicative action capacities.
Descrição
Palavras-chave
Engenharia didática do ensino de língua, Interacionismo sociodiscursivo, Dissertação argumentativa de vestibular, Literatura indígena, Sequência didática de ensino, Método recepcional, Didactic engineering of language teaching, Sociodiscursive interactionism, Indigenous literature, Teaching sequence, Reception method