Charges sobre o ensino remoto emergencial: uma leitura discursiva para o ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: Silva, Maria Solange de Lima
• Orientador(a): Lins, Juarez Nogueira
• Banca de defesa: Farias, Luana Franscisleyde Pessoa , Aquino, Maria de Fátima de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino da língua; Análise do discurso; Ensino remoto emergencial
• Área do conhecimento CNPq: LETRAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75245

The teaching of the Portuguese language (PL), despite linguistic advances, is still marked by traditional school practices that often distance themselves from the effective use of the language as a social practice. At school, despite the didactic practices brought by textbooks, methodological strategies that are not very productive are still perceived, which do not satisfactorily explore textual genres and their possibilities of interaction. In this sense, the teaching of reading and writing, essential axes for the constitution of subjects in society, still lacks didactic experiences that allow a more effective contact of the student with the language and its uses. This scenario, also present in the research locus school, gave rise to its realization. This research is justified by the need to expand the reading/reflective production capacity to provide elementary school students with access to reflective language teaching, which makes them a critical and aware reader of social and school reality, capable of perceiving different senses in the most varied readings of textual genres. And so, with the purpose of working the language, discursively, emphasizing the construction of subjects and meanings (ORLANDI, 2008), the objective is to analyze a proposal for a didactic activity, based on the cartoon genre about emergency remote teaching, constituted and applied to expand the critical and reflective reading/production capacity of students in the 8th grade of elementary school. The theoretical framework is composed of studies by Orlandi (2008; 2012), Antunes (2009), Bakhtin (2016), Brasil (2018), Cardoso (2014), Dolz and Schneuwly (2004), Koch (2018), Marcuschi (2008), Rojo (2023), among others. To achieve these objectives, this action research, of a qualitative nature, was based on a sequence of activities with the cartoon genre. The activities were carried out in a class of the 8th grade of elementary school in a state public school, located in the municipality of Serrinha/RN. The proposal with the cartoon genre promoted students' reflections regarding the social situation we still experience, but which had strong repercussions on teaching and did them situate themselves as subjects of this historical moment, at school, to understand the role of the teacher in this context, and the difficulties and possibilities of this unique moment in their school life. Keywords: Language teaching. Discourse analysis. Emergency remote teaching