Relações entre a produção de texto e o ensino de gramática: um olhar para a prática em sala de aula

• Ano de defesa: 2017
• Autor(a) principal: Pinto, Loide Leite Aragão
• Orientador(a): Senna, Luiz Antônio Gomes
• Banca de defesa: Leite, Siomara Borba , Scheffel, Marcos Vinícius
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Ensino-aprendizagem; Formação cidadã; Produção textual; Educação; Aprendizagem; Língua Portuguesa
• Palavras-chave em Inglês: Teaching-learning; Citizen education; Portuguese; Textual production
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10742

The objective of this work is to discuss and to analyze the proposal of Portuguese language teaching methodology developed in Polytechnic Institute of Federal University of Rio de Janeiro/ IPUFRJ in the city of Cabo Frio, an extension project of the university that had been developed in the region of Cabo Frio from 2008 to 2016. In this way, we try to understand how these strategies of teaching were organized and their guiding assumptions. We discuss the issue of educational rights and guarantees established in the Brazilian Constitution (1988), and other Laws (BRASIL, 1996), Guidelines and parameters (BRASIL, 1997, 1998). We discuss about the paper of the Portuguese teaching in the promotion of an autonomous citizen and the role of the National Curriculum Parameters (PCN) in the orientation and organization of the curriculum in primary education and its goals and objectives for Portuguese teaching. We analyze the question of the citizenship promotion and the general objectives of the mother tongue in association with the new dimensions of fundamental rights, whose entanglement of laws aims a citizen's education that makes us able to circulate in different public spaces. We work with the contributions of Vygotsky (1993, 2008, 2010) of cultural psychology, language and education. With Bruner (1997, 2001) we discuss the relationship between culture and Modes of Thought: Narrative/Paradigmatic modes, expanding the theme with the contributions of Senna (2000, 2003). In the light of these assumptions, we present the written methodology of Portuguese teaching applied with the students of the ninth grade of second segment of the basic school in 2014. We describe how this methodological instrument was taking shape over the years in the school and we discuss how the teaching proposal contributed to the teaching of Portuguese language in the dimension of textual genre, report. This work was inspired in Vygotsky (1998-2010) activity theory, Proximal Development Zone and in the labor as an educational principle. In our conclusion, we observe that the results achieved in the proposal of Portuguese language teaching was promoted by the collaborative learning, between teacher and students, and by reflection that was developed by the students about the necessity of the uses of different strategies when we are producing texts in different logics of organization