A leitura significativa pela transformação da forma vocabular em palavra
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
|
Departamento: |
Língua Portuguesa
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/14238 |
Resumo: | Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its theme is the textual production processes in written language and, although they are deemed as inseparable, the significant reading of written records is preferred, as basis for the writing of the same readings. The general goal is aimed at the extent of the comprehension level of the textualspeech production of the researcher himself who, on the one hand, aim at contributing with the planning of institutional didactic proposals aimed at the education of the proficient reader: that who becomes capable of incorporating knowledge that qualifies the culture of the written civilization into his daily social practices. The same knowledge, on the other hand, shall contribute so that the researcher, playing the social role of teacher, can extend the previous knowledge of his students through a teaching practice contextualized by the modern scientific speech frames that focus on the language in the performance of his social, interactive and speech functions so that they also become proficient readers of different and varied written texts. The specific goals: 1) to understand, through a historical perspective, the different ways of reading and writing that guided the teaching and the learning of the written language, in the teaching space, contributing to finding out which models of reading practices needed to be contextualized by the teacher s teaching practices: intensive reading inseparable from the extensive reading; 2) understanding, organizing and ordering theoretical grounds of the Textual Linguistics of the interactive, cognitive and social branch that enabled an approach of the textual-speech production processes through an integrated perspective of the micro and macro processes that respond for meanings production skills; 3) verifying through linguistic and non-linguistic categories ordering these processes how they: a) guide analytical reading processes of a history narrative, differentiating it from a report narrative; b) enable the reader to dislocate himself from the linguistic knowledge to the non-linguistic knowledge, through authorized inferences; c) build the semantic basis of the text analyzed by the production of micro and macro positions and, thus proceeding, attribute meanings to the texts he reads and, through the results obtained, suggest the complementation of institutional didactic proposals, to contribute to their planning, through the significant reading that presupposes the intensive and the extensive, at the same time |
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Turazza, Jeni da Silvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4423386Y8Botelho, Lilian Pinho2016-04-28T19:33:36Z2012-07-122012-05-10Botelho, Lilian Pinho. A leitura significativa pela transformação da forma vocabular em palavra. 2012. 191 f. Dissertação (Mestrado em Língua Portuguesa) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/14238Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its theme is the textual production processes in written language and, although they are deemed as inseparable, the significant reading of written records is preferred, as basis for the writing of the same readings. The general goal is aimed at the extent of the comprehension level of the textualspeech production of the researcher himself who, on the one hand, aim at contributing with the planning of institutional didactic proposals aimed at the education of the proficient reader: that who becomes capable of incorporating knowledge that qualifies the culture of the written civilization into his daily social practices. The same knowledge, on the other hand, shall contribute so that the researcher, playing the social role of teacher, can extend the previous knowledge of his students through a teaching practice contextualized by the modern scientific speech frames that focus on the language in the performance of his social, interactive and speech functions so that they also become proficient readers of different and varied written texts. The specific goals: 1) to understand, through a historical perspective, the different ways of reading and writing that guided the teaching and the learning of the written language, in the teaching space, contributing to finding out which models of reading practices needed to be contextualized by the teacher s teaching practices: intensive reading inseparable from the extensive reading; 2) understanding, organizing and ordering theoretical grounds of the Textual Linguistics of the interactive, cognitive and social branch that enabled an approach of the textual-speech production processes through an integrated perspective of the micro and macro processes that respond for meanings production skills; 3) verifying through linguistic and non-linguistic categories ordering these processes how they: a) guide analytical reading processes of a history narrative, differentiating it from a report narrative; b) enable the reader to dislocate himself from the linguistic knowledge to the non-linguistic knowledge, through authorized inferences; c) build the semantic basis of the text analyzed by the production of micro and macro positions and, thus proceeding, attribute meanings to the texts he reads and, through the results obtained, suggest the complementation of institutional didactic proposals, to contribute to their planning, through the significant reading that presupposes the intensive and the extensive, at the same timeA Dissertação está vinculada à linha de pesquisa Leitura, Escrita e Ensino da Língua Portuguesa e - numa interface com a linha de Pesquisa História e Descrição da Língua Portuguesa - focaliza a leitura do texto escrito como um processo complexo, explicado pela integração de diferentes habilidades linguísticas e não linguísticas. Tematiza, portanto,os processos de produção textual em língua escrita e, embora eles sejam compreendidos como indissociáveis, privilegia-se a leitura significativa de registros escritos, como ancoragem para a escrita dessas mesmas leituras. O objetivo geral está voltado para extensividade do grau de compreensão da produção textual-discursiva do próprio pesquisador que, por um lado, visam a contribuir: com a planificação de propostas didáticas institucionais voltadas para a formação do leitor proficiente: aquele que se torna capaz de incorporar às suas práticas sociais cotidianas saberes que qualificam a cultura da civilização da escrita. Esses mesmos saberes, por outro lado, deverão contribuir para que o pesquisador, no exercício do papel social de professor, possa contribuir estender os conhecimentos prévios de seus alunos - por uma prática de docência recontextualizada pelos quadros do discurso científico moderno que focaliza a língua no exercício de suas funções sócio-interativo-discursivas. para que eles também se façam leitores proficientes de diferentes e variados textos escritos. Os objetivos específicos: 1) compreender, por uma perspectiva historiográfica, os diferentes modos de ler e de escrever que orientaram o ensino e a aprendizagem da língua escrita, no espaço escolar, contribuiu para descobrir quais modelos de práticas de leitura precisariam ser recontextualizados pelas práticas de docência do professor: leitura intensiva indissociável da leitura extensiva; 2) compreender, organizar e ordenar fundamentos teóricos da Lingüística Textual da vertente sócio-cognitivo-interativa que facultassem uma abordagem dos processos de produção textual-discursiva por uma perspectiva integrada dos micro e macroprocessos que respondem por habilidades de produção de sentidos; 3) verificar por meio de categorias linguísticas e não linguísticas ordenadoras desses processos, como elas: a) orientam procedimentos de leitura analítica de uma narrativa de história, diferenciando-a de uma narrativa de relato; b) facultam o leitor se deslocar dos conhecimentos linguísticos para os não linguísticos, por meio de inferências autorizadas; c) construir a base semântica do texto analisado pela produção de micro e macroposições e, assim procedendo, atribuir sentidos aos textos que lê e, por meio dos resultados obtidos, propor a complementação de propostas didáticas institucionais, para contribuir com a planificação das mesmas, por meio da leitura significativa que pressupõe a intensiva e a extensiva, em concomitânciaSecretaria da Educação do Estado de São Pauloapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/29540/Lilian%20Pinho%20Botelho.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBRLíngua PortuguesaLeitura significativavocabulário - palavraMicro - macroprocessos de compreensãoComplementação de proposta didáticaSignificant readingVocabulary - wordMicro - macro processes of comprehensionComplementation of didactic proposalCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAA leitura significativa pela transformação da forma vocabular em palavrainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLilian Pinho Botelho.pdf.txtLilian Pinho Botelho.pdf.txtExtracted texttext/plain367799https://repositorio.pucsp.br/xmlui/bitstream/handle/14238/3/Lilian%20Pinho%20Botelho.pdf.txtb93c59a96f6938cdabd16759666b6f3bMD53ORIGINALLilian Pinho Botelho.pdfapplication/pdf3905629https://repositorio.pucsp.br/xmlui/bitstream/handle/14238/1/Lilian%20Pinho%20Botelho.pdf8a34aac7c1265dee147ca7d3a32067fdMD51THUMBNAILLilian Pinho Botelho.pdf.jpgLilian Pinho Botelho.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/14238/2/Lilian%20Pinho%20Botelho.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/142382022-04-28 09:26:15.068oai:repositorio.pucsp.br:handle/14238Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T12:26:15Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A leitura significativa pela transformação da forma vocabular em palavra |
title |
A leitura significativa pela transformação da forma vocabular em palavra |
spellingShingle |
A leitura significativa pela transformação da forma vocabular em palavra Botelho, Lilian Pinho Leitura significativa vocabulário - palavra Micro - macroprocessos de compreensão Complementação de proposta didática Significant reading Vocabulary - word Micro - macro processes of comprehension Complementation of didactic proposal CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
A leitura significativa pela transformação da forma vocabular em palavra |
title_full |
A leitura significativa pela transformação da forma vocabular em palavra |
title_fullStr |
A leitura significativa pela transformação da forma vocabular em palavra |
title_full_unstemmed |
A leitura significativa pela transformação da forma vocabular em palavra |
title_sort |
A leitura significativa pela transformação da forma vocabular em palavra |
author |
Botelho, Lilian Pinho |
author_facet |
Botelho, Lilian Pinho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Turazza, Jeni da Silva |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4423386Y8 |
dc.contributor.author.fl_str_mv |
Botelho, Lilian Pinho |
contributor_str_mv |
Turazza, Jeni da Silva |
dc.subject.por.fl_str_mv |
Leitura significativa vocabulário - palavra Micro - macroprocessos de compreensão Complementação de proposta didática |
topic |
Leitura significativa vocabulário - palavra Micro - macroprocessos de compreensão Complementação de proposta didática Significant reading Vocabulary - word Micro - macro processes of comprehension Complementation of didactic proposal CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Significant reading Vocabulary - word Micro - macro processes of comprehension Complementation of didactic proposal |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its theme is the textual production processes in written language and, although they are deemed as inseparable, the significant reading of written records is preferred, as basis for the writing of the same readings. The general goal is aimed at the extent of the comprehension level of the textualspeech production of the researcher himself who, on the one hand, aim at contributing with the planning of institutional didactic proposals aimed at the education of the proficient reader: that who becomes capable of incorporating knowledge that qualifies the culture of the written civilization into his daily social practices. The same knowledge, on the other hand, shall contribute so that the researcher, playing the social role of teacher, can extend the previous knowledge of his students through a teaching practice contextualized by the modern scientific speech frames that focus on the language in the performance of his social, interactive and speech functions so that they also become proficient readers of different and varied written texts. The specific goals: 1) to understand, through a historical perspective, the different ways of reading and writing that guided the teaching and the learning of the written language, in the teaching space, contributing to finding out which models of reading practices needed to be contextualized by the teacher s teaching practices: intensive reading inseparable from the extensive reading; 2) understanding, organizing and ordering theoretical grounds of the Textual Linguistics of the interactive, cognitive and social branch that enabled an approach of the textual-speech production processes through an integrated perspective of the micro and macro processes that respond for meanings production skills; 3) verifying through linguistic and non-linguistic categories ordering these processes how they: a) guide analytical reading processes of a history narrative, differentiating it from a report narrative; b) enable the reader to dislocate himself from the linguistic knowledge to the non-linguistic knowledge, through authorized inferences; c) build the semantic basis of the text analyzed by the production of micro and macro positions and, thus proceeding, attribute meanings to the texts he reads and, through the results obtained, suggest the complementation of institutional didactic proposals, to contribute to their planning, through the significant reading that presupposes the intensive and the extensive, at the same time |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-07-12 |
dc.date.issued.fl_str_mv |
2012-05-10 |
dc.date.accessioned.fl_str_mv |
2016-04-28T19:33:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Botelho, Lilian Pinho. A leitura significativa pela transformação da forma vocabular em palavra. 2012. 191 f. Dissertação (Mestrado em Língua Portuguesa) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/14238 |
identifier_str_mv |
Botelho, Lilian Pinho. A leitura significativa pela transformação da forma vocabular em palavra. 2012. 191 f. Dissertação (Mestrado em Língua Portuguesa) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
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Pontifícia Universidade Católica de São Paulo |
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