Uma sequência didática para o ensino do léxico do português brasileiro em contexto estrangeiro

• Ano de defesa: 2020
• Autor(a) principal: Brito, Keitiany Silva
• Orientador(a): Calvão, Vânia Cristina Casseb
• Banca de defesa: Calvão, Vânia Cristina Casseb, Silva, Leosmar Aparecido da, Silva, Kleber Aparecido da
• 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: Funcionalismo; Ensino; Sequência didática; Gênero poema; Léxico; Lexicon
• Palavras-chave em Inglês: Functionalism; Teaching; Didactic sequence; Poem genre
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10610

This dissertation presents a Didactic Sequence proposal for the teaching of Brazilian Portuguese to foreign speakers, more specifically to Italian students in the context of university learning. The aim is the teaching of Brazilian Portuguese lexical, and emphasizes the goiano dialect, spoken in the state of Goiás, in the Midwest of Brazil. We selected poems from a goiano author, named Gilberto Mendonça Teles, for the development of our classes. The poems were extracted from the book “The Best Poems”, 1993. The proposal consists of 6 classes, taught during three meetings. The classes were developed according the methodology of didactic sequence with a functionalist bias, and it starts from circulating texts in everyday life of society and are examples of language in use. The concept of didactic sequence brings relevant contribution in the teaching-learning process, due to its diagnostic, planned, evaluative and progressive characteristics, and also reinforces the student's new formation in a comprehensive way, allowing him to actively participate in the teaching-learning process. The target audience of the didactic sequence are students of Brazilian Portuguese from Italian universities. The main authors that support the functionalist theory in this research are: Pezatti (2011), Martelotta (2015), Cunha (2016), Casseb-Galvão and Neves (2017). The authors that support the didactic sequence proposal are: Dolz and Schneuwly (2004), Zabala (1998). The authors who support a functionalist-based teaching sequence proposal are: Duarte (2015), Casseb-Galvão (2011; 2015) and Casseb-Galvão and Duarte (2018). This dissertation is part of the work of the research group GEF – Grupo de Estudos Funcionalista of the Universidade Federal de Goiás. It is part of the project Rede de Estudos de Língua Portuguesa ao redor do mundo (CNPq: Edital Universal / 2014-2017, Process 460859 / 2014-5), more specifically, in REDE - Italy.