Ensino-aprendizagem de língua portuguesa [manuscrito] : a relação entre gêneros e discursos costitutivos

• Ano de defesa: 2015
• Autor(a) principal: Dias, Daniele Gonçalves
• Orientador(a): Sousa Filho, Sinval Martins de
• Banca de defesa: Sousa Filho, Sinval Martins de, Braggio, Sílvia Lúcia Bigonjal, Rodrigues, Maria Emilia de Castro
• 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: Ensino de língua portuguesa; Educação de jovens e adultos; Gêneros do discurso; Acesso e permanência
• Palavras-chave em Inglês: Teaching of portuguese language; Youth and adult education; Discourse genres; Access and permanence.
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5039

This study analyses an experience of Portuguese Language teaching which was performed with a group of first year High School EJA (Youth and Adult Education), in the night period, at Colégio Estadual José David Skaf and also it discusses the conditions of Young and Adult‟s access and permanence in teaching institutions, that is, it describes and analyses the teaching-learning process of Portuguese mediated by the discourse genres and the discourses employed in Youth and Adult Education. So to develop those objectives, we have mobilized a theoretical foundation which anchors in Bakhtin‟s studies (2009, 2011, 20013) and Freire‟s (1979, 1987, 2003, 2013).The corpus of this research was constituted starting from student‟s oral and written productions during the development of an SD (didactical sequence) to work with the discursive genre personal letter, questionnaires applied to teachers, advertisements and documents posted on the school bulletin boards, notes on field diaries and conversations with the school community during time between classes and meetings. The research and the data were produced from an ethnographic qualitative approach. The data analysis has shown that the students‟ life experience is strictly related to their degree of dominance of writing and reading activities and several factors have contributed so that EJA students might have a school period marked by discontinuity.