A abordagem de gênero textual nos anos iniciais de escolarização: um olhar ontológico
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Data
2019-09-02
Autores
Cuim, Amanda da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
A intencionalidade desta pesquisa é investigar a organização didático-pedagógica de atividades que objetivam o desenvolvimento do conceito de gêneros textuais nos anos iniciais do Ensino Fundamental. Selecionamos como objeto de análise o conceito educativo, ou seja, a organização metodológica do conceito científico de gênero textual no processo educativo, tendo a mediação dialética como categoria de análise, segundo a “Teoria Pedagógica da Metodologia da Mediação Dialética M.M.D.” que fundamenta a perspectiva ontológica da atividade educativa (ARNONI, 2014, 2016, 2017, 2018). Elegemos como objetivos: estudar os fundamentos ontológicos da linguagem, em especial, sua natureza social que reflete as relações sociais e veiculam o efeito das lutas sociais, numa sociedade organizada em classes sociais; compreender a linguagem das crianças como diversificação de gêneros textuais que expressam a natureza social de seu cotidiano; analisar a apresentação de gênero textual no livro didático (LD). Em relação aos gêneros textuais, apontamos os limites dos exercícios do LD, os quais dificultam e cerceiam a compreensão conceitual das crianças e apresentamos a proposição teórico-metodológica da M.M.D. como possibilidade do professor estudar e desenvolver o conceito científico de gênero textual, resgatando as ideias iniciais que os alunos trazem deste conceito, via linguagem cotidiana, valorizando-a (RESGATANDO), para, então, elaborar a questão problematizadora, pautada no conceito científico de gênero textual, que permita ao aluno estabelecer a contradição com suas ideias iniciais (PROBLEMATIZANDO), encaminhando o processo educativo para a sistematização do conceito ensinado, em que o professor discute conceitualmente a contradição, permitindo ao aluno superar suas ideias iniciais, via elaboração conceitual (SISTEMATIZANDO), potencializando, assim, a oportunidade do aluno expor suas ideias via elaboração de textos, em diferentes modalidades (PRODUZINDO). Explicitamos a relação pedagógica da mediação dialética entre professor e aluno, na perspectiva da ontologia do ser social, articulando dialeticamente - subjetividade e objetividade -, como elementos essenciais do processo educativo, gerando o movimento em espiral da produção do conhecimento (ARNONI, 2018).
The intent of this research is to investigate the didactic-pedagogical organization of activities that aim the development of the concept of textual genres in the early years of elementary school. We selected as an object of analysis the educational concept, ie the methodological organization of the scientific concept of textual genre in the educational process, with dialectical mediation as a category of analysis, according to the “Pedagogical Theory of the Methodology of Dialectic Mediation MMD” that underlies the perspective. ontological analysis of educational activity (ARNONI, 2014, 2016, 2017, 2018). We chose as objectives: to study the ontological foundations of language, especially its social nature that reflects social relations and convey the effect of social struggles in a society organized into social classes; understand children's language as a diversification of textual genres that express the social nature of their daily lives; analyze the presentation of textual genre in the textbook (LD). Regarding the textual genres, we point out the limits of the exercises of LD, which hinder and limit the conceptual understanding of children and present the theoretical-methodological proposition of M.M.D. as a possibility for the teacher to study and develop the scientific concept of textual genre, rescuing the initial ideas that students bring from this concept, through everyday language, valuing it (RETURNING), to then elaborate the problematizing question, based on the scientific concept of textual genre, which allows the student to establish the contradiction with his initial ideas (TROUBLEMAKING), directing the educational process to the systematization of the concept taught, in which the teacher conceptually discusses the contradiction, allowing the student to overcome his initial ideas, via conceptual elaboration ( SYSTEMATIZING), thus enhancing the student's opportunity to expose their ideas via text writing, in different modalities (PRODUCING). We explain the pedagogical relationship of dialectical mediation between teacher and student, from the perspective of the ontology of social being, dialectically articulating - subjectivity and objectivity - as essential elements of the educational process, generating the spiral movement of knowledge production (ARNONI, 2018).
The intent of this research is to investigate the didactic-pedagogical organization of activities that aim the development of the concept of textual genres in the early years of elementary school. We selected as an object of analysis the educational concept, ie the methodological organization of the scientific concept of textual genre in the educational process, with dialectical mediation as a category of analysis, according to the “Pedagogical Theory of the Methodology of Dialectic Mediation MMD” that underlies the perspective. ontological analysis of educational activity (ARNONI, 2014, 2016, 2017, 2018). We chose as objectives: to study the ontological foundations of language, especially its social nature that reflects social relations and convey the effect of social struggles in a society organized into social classes; understand children's language as a diversification of textual genres that express the social nature of their daily lives; analyze the presentation of textual genre in the textbook (LD). Regarding the textual genres, we point out the limits of the exercises of LD, which hinder and limit the conceptual understanding of children and present the theoretical-methodological proposition of M.M.D. as a possibility for the teacher to study and develop the scientific concept of textual genre, rescuing the initial ideas that students bring from this concept, through everyday language, valuing it (RETURNING), to then elaborate the problematizing question, based on the scientific concept of textual genre, which allows the student to establish the contradiction with his initial ideas (TROUBLEMAKING), directing the educational process to the systematization of the concept taught, in which the teacher conceptually discusses the contradiction, allowing the student to overcome his initial ideas, via conceptual elaboration ( SYSTEMATIZING), thus enhancing the student's opportunity to expose their ideas via text writing, in different modalities (PRODUCING). We explain the pedagogical relationship of dialectical mediation between teacher and student, from the perspective of the ontology of social being, dialectically articulating - subjectivity and objectivity - as essential elements of the educational process, generating the spiral movement of knowledge production (ARNONI, 2018).
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Palavras-chave
Conceito educativo, Teoria pedagógica e metodologia da mediação dialética, Gêneros textuais, Educational concept, Pedagogical theory and methodology of dialectical mediation, Textual genres