Seminário escolar na Fundação Casa: Hiperinstrumento multissemiótico para o desenvolvimento da fala pública e do agir cidadão
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Data
2019-02-28
Autores
Nascimento, Décio Dantas do
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação concretizou-se devido às necessidades de ensino e aprendizagem de gêneros orais públicos formais na socioeducação. Teve como objetivo investigar formas de como o Seminário Escolar (SE) pode ser um dos instrumentos que medeiam o processo socioeducativo no desenvolvimento humano, cidadão e escolar de adolescentes que cumprem medida de internação na Fundação Casa (FC). Os participantes da pesquisa eram alunos de uma escola estadual que funciona dentro de uma das unidades de internação da FC, na cidade de Iaras, no interior de São Paulo. Para cumprir tal objetivo, elaborou-se uma sequência didática adaptada (SD) fundamentada na didatização do gênero SE a partir da qual foram produzidos textos pertencentes a esse gênero. Buscou-se desenvolver capacidades de linguagem com vistas à produção do gênero SE e, por extensão, impulsionar o desenvolvimento da autonomia e da cidadania de socioeducandos que cumprem medida de internação. Esta pesquisa inscreve-se no referencial teórico-metodológico do Interacionismo Sociodiscursivo (ISD); na Didática das Línguas da Escola de Genebra (2004); na concepção de linguagem e de gêneros bakhtiniana (2003), nos pressupostos teóricos do gênero SE em destaque aos estudos de Dolz; Schneuwly; de Pietro e Zahnd (2004), Gomes-Santos (2012) e na elaboração do modelo teórico proposto por Barros (2011). O percurso metodológico da pesquisa foi delineado nas etapas da pesquisa-ação (THIOLLENT, 1997), nas quais foram diagnosticados os problemas de comunicação oral dos participantes desencadeado pelas lacunas teórico-metodológicas nos materiais da secretaria da educação, defasagem na formação inicial do professor e falta de recursos midiáticos necessários para a produção do gênero a partir destes, foi elaborada uma SD adaptada do modelo da Escola de Genebra, com foco nas capacidades de ação e nos textos planejadores da fala pública formal (slides e handout). No interior dessa SD foram geradas produções textuais que constituíram o corpus de análise, quais sejam: produção inicial (PI) e produção final (PF). A PI foi avaliada globalmente e a PF somente as capacidades de ação (contexto de produção e conteúdo temático). A avaliação foi feita segundo o modelo de análise de textos bronckartiano (capacidades de ação, discursivas e linguístico-discursivas); os elementos não verbais da fala e a relação dialética oral-escrita. Os resultados de análise mostraram que o domínio da fala pública formal do gênero SE, por internos da FC permite o desenvolvimento da autonomia e do agir cidadão num processo que pode ser estendido para depois do cumprimento da medida consolidando o processo de ressocialização desses internos. Conclui-se que, o gênero SE, ao ser ensinado no contexto de socioeducação permitiu a ampliação e a transposição das capacidades de linguagem aprendidas para outros instrumentos utilizados no processo de socioeducação (Plano de Atendimento Individual; oficina profissionalizante; arte-cultura; saídas externas). Ao integrar o instrumento SE aos já existentes no contexto da socieducação este funciona como um hiperinstrumento multissemiótico, pois serve à função de comunicar, de ensinar, de humanizar e de ressocializar, ampliando, assim, o sistema de representações psicológicas e o de produção de linguagem.
This dissertation materialized due to the needs of teaching and learning of oral public genres formal in the socioeducation. It aimed to investigate ways in which the School Seminar (SE) can be one of the instruments that mediate the socio-educational process in the human, citizen and school development of adolescents who comply with the measure of criminal internment at Fundação Casa (FC). The study participants were students of a state school that works inside one of the FC internment units, in the city of Iaras, in the countryside of São Paulo. To accomplish this objective, an adapted didactic sequence (SD) was elaborated based on the Didatization of the SE genre from which texts belonging to this genre were produced. The aim was to develop language skills with a view to the production of the SE gender and, by extension, to promote the development of autonomy and citizenship of socio-educators who comply with criminal internment measures. This research is part of the theoretical-methodological framework of Sociodiscursive Interactionism (ISD); in the Teaching of Languages of the Geneva School (2004); in the conception of Bakhtinian language and genres (2003), in the theoretical assumptions of the SE genre in emphasis to the studies of Dolz; Schneuwly; of Pietro and Zahnd (2004), Gomes-Santos (2012) and in the elaboration of the theoretical model proposed by Barros (2011). The methodological course of the research was delineated in the stages of action research (THIOLLENT, 1997), in which the problems of oral communication of the participants were diagnosed, triggered by the theoretical and methodological gaps in the materials of the education secretariat, lack of media resources necessary for the production of the genre from these, a SD adapted from the model of the Geneva School was developed, focusing on the capacities of action and the texts of formal public speaking (slides and handout). Within this SD were generated textual productions that constituted the corpus of analysis, which are: initial production (PI) and final production (PF). PI was assessed globally and PF only the action capabilities (production context and thematic content). The evaluation was made according to the model of analysis of bronckartian texts (capacities of action, discursive and linguistic-discursive); the non-verbal elements of speech and the oral-written dialectic relationship. The analysis results showed that the domain of the formal public speech of the SE genres, by FC students, allows the development of autonomy and citizen action in a process that can be extended to after the fulfillment of the measure consolidating the process of resocialization of these inmates. It is concluded that the SE genres, when taught in the context of socio-education, allowed the expansion and transposition of language skills learned to other instruments used in the process of socio-education (Individual Care Plan, vocational workshop, art-culture, external exits ). By integrating the SE instrument with those already existing in the context of socieducation, it functions as a multisemiotic hyperinstrument, since it serves the function of communicating, teaching, humanizing and resocializing, thus expanding the system of psychological representations and the production of language .
This dissertation materialized due to the needs of teaching and learning of oral public genres formal in the socioeducation. It aimed to investigate ways in which the School Seminar (SE) can be one of the instruments that mediate the socio-educational process in the human, citizen and school development of adolescents who comply with the measure of criminal internment at Fundação Casa (FC). The study participants were students of a state school that works inside one of the FC internment units, in the city of Iaras, in the countryside of São Paulo. To accomplish this objective, an adapted didactic sequence (SD) was elaborated based on the Didatization of the SE genre from which texts belonging to this genre were produced. The aim was to develop language skills with a view to the production of the SE gender and, by extension, to promote the development of autonomy and citizenship of socio-educators who comply with criminal internment measures. This research is part of the theoretical-methodological framework of Sociodiscursive Interactionism (ISD); in the Teaching of Languages of the Geneva School (2004); in the conception of Bakhtinian language and genres (2003), in the theoretical assumptions of the SE genre in emphasis to the studies of Dolz; Schneuwly; of Pietro and Zahnd (2004), Gomes-Santos (2012) and in the elaboration of the theoretical model proposed by Barros (2011). The methodological course of the research was delineated in the stages of action research (THIOLLENT, 1997), in which the problems of oral communication of the participants were diagnosed, triggered by the theoretical and methodological gaps in the materials of the education secretariat, lack of media resources necessary for the production of the genre from these, a SD adapted from the model of the Geneva School was developed, focusing on the capacities of action and the texts of formal public speaking (slides and handout). Within this SD were generated textual productions that constituted the corpus of analysis, which are: initial production (PI) and final production (PF). PI was assessed globally and PF only the action capabilities (production context and thematic content). The evaluation was made according to the model of analysis of bronckartian texts (capacities of action, discursive and linguistic-discursive); the non-verbal elements of speech and the oral-written dialectic relationship. The analysis results showed that the domain of the formal public speech of the SE genres, by FC students, allows the development of autonomy and citizen action in a process that can be extended to after the fulfillment of the measure consolidating the process of resocialization of these inmates. It is concluded that the SE genres, when taught in the context of socio-education, allowed the expansion and transposition of language skills learned to other instruments used in the process of socio-education (Individual Care Plan, vocational workshop, art-culture, external exits ). By integrating the SE instrument with those already existing in the context of socieducation, it functions as a multisemiotic hyperinstrument, since it serves the function of communicating, teaching, humanizing and resocializing, thus expanding the system of psychological representations and the production of language .
Descrição
Palavras-chave
Formação cidadã de socioeducandos, Interacionismo sociodiscursivo, Seminário escolar, Modelização didática do gênero, Conteúdo temático, Sequência didática de gênero, Citizen training of socio-educated people, Sociodiscursive interactionism, School seminar, Theoretical and didactic modeling of the gender, Thematic content, Gender didactic sequence, Hiperinstrumento