A retextualização na construção de relações dialógicas no processo de ensino-aprendizagem de Língua Portuguesa

• Ano de defesa: 2016
• Autor(a) principal: Santos, Marlon Cássio Gomes dos
• Orientador(a): Sousa Filho, Sinval Martins de
• Banca de defesa: Sousa Filho, Sinval Martins de, Cândido, Glaucia Vieira, Figueiredo, Francisco José Quaresma de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Linguística aplicada; Ensino-aprendizagem; Interação; Retextualização; Aprendizagem colaborativa
• Palavras-chave em Inglês: Applied linguistics; Teaching and learning; Interaction; Retextualization; Collaborative learning
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6019

This research investigates how retextualization operates in the construction of dialogical relations in the teaching-learning process of the Portuguese language, aiming to analyze the effects of interaction and retextualization as constituents of personal, social, intellectual and cultural formation. In this project, we developed interaction activities linked to the production process and the retextualization of texts, with the assistance of collaborative correction activities, seeking constituents of improvement of skills and the students’ abilities through retextualizing activities. The research method used was the case study. The study was developed in third year of high school in a private school in the city of Goiânia, in the second half of 2015. Therefore, we established our studies in the sociocultural theory, which produces the concepts of Zone of Proximal Development – ZPD – (VYGOTSKY, 2007a; 2007b) and scaffolding (WOOD, BRUNNER E ROSS, 1976). We are also supported by the conception of writing genres (BAKHTIN, 2003, 2006) to contribute with the retextualization process of genres (DELL'ISOLA, 2007; MARCUSCHI, 2007; MATÊNCIO, 2002, 2003), taking into account the collaborative activities among students (FIGUEIREDO, 2006, 2015) as part of retextualizing process. The results revealed that retextualization through interaction activities contributes to the expansion of competencies and skills that students need to develop, according to the OCEM (2006). The study made the students realize the construction process of the text itself linked to the communicative situations of social spheres in which they participate, including the social function of the studied genres and approaching their reality. Therefore, it made it more satisfactory for the teaching and learning of the Portuguese language.