A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense
Ano de defesa: | 2021 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Maranhão
|
Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS/CCH
|
Departamento: |
DEPARTAMENTO DE LETRAS/CCH
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tedebc.ufma.br/jspui/handle/tede/tede/3470 |
Resumo: | Since the 1980s and 1990s, the teaching of grammar(s) in Portuguese language classes has been redefined with the rise of linguistic analysis in the national Portuguese language curriculum. Since then, the activities of this curricular component started to contemplate the students' abilities to reflect on the language in its actual use practices. The teaching based on linguistic analysis thus suggests an alternative to the normative grammar teaching model, which focused on the transmission of grammatical contents through a repetitive methodology. Linguistic analysis therefore demands from the teacher, in Portuguese language classes, the use of both metalinguistic and epilinguistic activities that are, both activities that use concepts and classifications to speak of the language itself, as well as activities that favor reflection about the expressive resources used in a text, in view of a communicative intention. In this new perspective of working with language, teaching based on the practice of linguistic analysis has been gaining prominence in official documents that guide teaching in the country's schools, even becoming a thematic axis of the curricular component of Portuguese Language in the Parameters National Curriculum (1998) and in the Common National Curriculum Base (2017), as well as in the regional documents that guide the teaching of the mother tongue. Given this scenario, this thesis aims discussing the teaching model resulting from the proposals for linguistic analysis in the state of Maranhão curriculum, as well as the nuances involved in the process of preparing this document. For this, due to the complex character of language and teaching, this work approached them through the lens of complexity theory. In this context, to articulate the principles of linguistic analysis, teaching, language, official curriculum and educational policies, we adopted the theory of complex adaptive systems and one of its aspects that, in our view, has a great potential impact on teaching based on the practice of linguistic analysis: the attractors. In this context, it was possible to radiograph the teaching model based on the practice of linguistic analysis that the Maranhão´s curriculum document proposes for the final years of elementary school, using the language teaching models defined by Halliday et al. (1974): prescriptive and productive. As a methodological choice, we adopted content analysis, a fruitful method in the investigation of a variety of communications, pointing out the paths that lead to the interpretation of the reality of a given document. Therefore, we carried out a survey of the number of metalinguistic and epilinguistic skills available for the final years of elementary school, seeking in this distribution the implications for teaching based on the practice of linguistic analysis. As a result, we identified a predominance of epilinguistic activities, constituting almost triple the number of metalinguistic activities, which indicates us a productive teaching model, aligned with proposals for teaching renewal, but incurring the risk of having its bases compromised due to this expressive imbalance between the activities. Therefore, we base our discussions on the theoretical concepts discussed in the works of Geraldi (2006), Morin (2011), Bertanlanffy (1975), Halliday et al. (1974), among other productions that deal with the theme. |
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MUGSCHI, Sonia Maria Correa Pereirahttp://lattes.cnpq.br/0351520108524181MUGSCHI, Sonia Maria Correa Pereirahttp://lattes.cnpq.br/0351520108524181CARVALHO, Maria Goretti Cavalcante dehttp://lattes.cnpq.br/6200466605282232CARNEIRO, Mônica Fontenellehttp://lattes.cnpq.br/6170689209803775SILVA, Ana Lucia Rochahttp://lattes.cnpq.br/3800306677912442SANTOS, Danilo Tavares dos2022-01-20T14:05:53Z2021-08-20SANTOS, Danilo Tavares dos. A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense. 2021. 138 f. Dissertação (Programa de Pós-Graduação em Letras/CCH) - Universidade Federal do Maranhão, São Luís, 2021.https://tedebc.ufma.br/jspui/handle/tede/tede/3470Since the 1980s and 1990s, the teaching of grammar(s) in Portuguese language classes has been redefined with the rise of linguistic analysis in the national Portuguese language curriculum. Since then, the activities of this curricular component started to contemplate the students' abilities to reflect on the language in its actual use practices. The teaching based on linguistic analysis thus suggests an alternative to the normative grammar teaching model, which focused on the transmission of grammatical contents through a repetitive methodology. Linguistic analysis therefore demands from the teacher, in Portuguese language classes, the use of both metalinguistic and epilinguistic activities that are, both activities that use concepts and classifications to speak of the language itself, as well as activities that favor reflection about the expressive resources used in a text, in view of a communicative intention. In this new perspective of working with language, teaching based on the practice of linguistic analysis has been gaining prominence in official documents that guide teaching in the country's schools, even becoming a thematic axis of the curricular component of Portuguese Language in the Parameters National Curriculum (1998) and in the Common National Curriculum Base (2017), as well as in the regional documents that guide the teaching of the mother tongue. Given this scenario, this thesis aims discussing the teaching model resulting from the proposals for linguistic analysis in the state of Maranhão curriculum, as well as the nuances involved in the process of preparing this document. For this, due to the complex character of language and teaching, this work approached them through the lens of complexity theory. In this context, to articulate the principles of linguistic analysis, teaching, language, official curriculum and educational policies, we adopted the theory of complex adaptive systems and one of its aspects that, in our view, has a great potential impact on teaching based on the practice of linguistic analysis: the attractors. In this context, it was possible to radiograph the teaching model based on the practice of linguistic analysis that the Maranhão´s curriculum document proposes for the final years of elementary school, using the language teaching models defined by Halliday et al. (1974): prescriptive and productive. As a methodological choice, we adopted content analysis, a fruitful method in the investigation of a variety of communications, pointing out the paths that lead to the interpretation of the reality of a given document. Therefore, we carried out a survey of the number of metalinguistic and epilinguistic skills available for the final years of elementary school, seeking in this distribution the implications for teaching based on the practice of linguistic analysis. As a result, we identified a predominance of epilinguistic activities, constituting almost triple the number of metalinguistic activities, which indicates us a productive teaching model, aligned with proposals for teaching renewal, but incurring the risk of having its bases compromised due to this expressive imbalance between the activities. Therefore, we base our discussions on the theoretical concepts discussed in the works of Geraldi (2006), Morin (2011), Bertanlanffy (1975), Halliday et al. (1974), among other productions that deal with the theme.A partir das décadas de 1980 e 1990 o ensino de gramática(s) nas aulas de Língua Portuguesa tem se redefinido com a ascensão da análise linguística no currículo de Língua Portuguesa nacional. Desde então, as atividades desse componente curricular passaram a contemplar as habilidades dos alunos de refletir sobre a língua em suas práticas de uso real. O ensino com base na análise linguística sugere, assim, uma alternativa ao modelo de ensino de gramática normativa, cujo foco eram os conteúdos gramaticais abordados de forma isolada e repassados por meio de uma metodologia transmissiva, pautada na repetição. A análise linguística demanda, dessa maneira, que o professor trabalhe, nas aulas de Língua Portuguesa, tanto atividades metalinguísticas, quanto epilinguísticas, ou seja, tanto atividades que se valem de conceitos e classificações para falar da própria língua, quanto atividades que favoreçam a reflexão sobre os recursos expressivos, empregados em um texto, em vista de uma intenção comunicativa. Nessa nova perspectiva de trabalho com a língua, o ensino com base na prática de análise linguística vem ganhando destaque nos documentos oficias que norteiam o ensino nas escolas do país, passando a constituir, inclusive, um eixo temático do componente curricular de Língua Portuguesa nos Parâmetros Curriculares Nacionais (1998) e na Base Nacional Comum Curricular (2017), assim como nos documentos regionais que orientam o ensino da língua materna. Diante desse cenário, propomos esta pesquisa com o objetivo de discutir o modelo de ensino decorrente das propostas de análise linguística no currículo maranhense, assim como as nuances que envolvem o processo de elaboração desse documento. Para isso, assumimos o caráter complexo da língua e do ensino com vistas a abordá-los pelas lentes da teoria da complexidade. Nesse âmbito, para articular os princípios da análise linguística, ensino, língua, currículo oficial e políticas educacionais, adotamos a teoria dos sistemas adaptativos complexos e um de seus aspectos que, a nosso ver, tem grande potencial de impacto no ensino com base na prática de análise linguística: os atratores. A partir desse tecido, foi possível radiografar o modelo de ensino com base na prática de análise linguística que o Documento Curricular do Território Maranhense propõe para os anos finais do ensino fundamental, valendo-nos dos modelos de ensino de língua definidos por Halliday et al. (1974): prescritivo e produtivo. Como escolha metodológica, adotamos a análise de conteúdo, método profícuo na investigação de uma diversidade de comunicações, apontando os caminhos que conduzem à interpretação da realidade de um dado documento. Realizamos, para tanto, o levantamento do número de habilidades metalinguísticas e epilinguísticas, dispostas para os anos finais do ensino fundamental, buscando nessa distribuição as implicações para o ensino com base na prática de análise linguística. Como resultados, identificamos um predomínio de atividades epilinguísticas, constituindo quase o triplo das metalinguísticas, o que nos indica um modelo de ensino produtivo, alinhado às propostas de renovação do ensino, porém incorrendo no risco de ter suas bases comprometidas em razão desse expressivo desequilíbrio entre as atividades. Fundamentamos, portanto, nossas discussões nos conceitos teóricos discutidos nos trabalhos de Geraldi (2006), Morin (2011), Bertanlanffy (1975), Halliday et al. (1974), dentre outras produções que versam sobre o tema.Submitted by Sheila MONTEIRO (sheila.monteiro@ufma.br) on 2022-01-20T14:05:53Z No. of bitstreams: 1 DANILO - SANTOS.pdf: 1297107 bytes, checksum: 7b4b12592409c51b072b8bbefe5661af (MD5)Made available in DSpace on 2022-01-20T14:05:53Z (GMT). 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dc.title.por.fl_str_mv |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
dc.title.alternative.eng.fl_str_mv |
Linguistic analysis in Portuguese language teaching from 6th to 9th grade: an investigation in the Curricular Document of the Maranhense Territory |
title |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
spellingShingle |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense SANTOS, Danilo Tavares dos Análise linguística Ensino Currículo Complexidade Linguistic analysis Teaching Curriculum Complexity LETRAS |
title_short |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
title_full |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
title_fullStr |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
title_full_unstemmed |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
title_sort |
A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense |
author |
SANTOS, Danilo Tavares dos |
author_facet |
SANTOS, Danilo Tavares dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
MUGSCHI, Sonia Maria Correa Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0351520108524181 |
dc.contributor.referee1.fl_str_mv |
MUGSCHI, Sonia Maria Correa Pereira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0351520108524181 |
dc.contributor.referee2.fl_str_mv |
CARVALHO, Maria Goretti Cavalcante de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6200466605282232 |
dc.contributor.referee3.fl_str_mv |
CARNEIRO, Mônica Fontenelle |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6170689209803775 |
dc.contributor.referee4.fl_str_mv |
SILVA, Ana Lucia Rocha |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3800306677912442 |
dc.contributor.author.fl_str_mv |
SANTOS, Danilo Tavares dos |
contributor_str_mv |
MUGSCHI, Sonia Maria Correa Pereira MUGSCHI, Sonia Maria Correa Pereira CARVALHO, Maria Goretti Cavalcante de CARNEIRO, Mônica Fontenelle SILVA, Ana Lucia Rocha |
dc.subject.por.fl_str_mv |
Análise linguística Ensino Currículo Complexidade |
topic |
Análise linguística Ensino Currículo Complexidade Linguistic analysis Teaching Curriculum Complexity LETRAS |
dc.subject.eng.fl_str_mv |
Linguistic analysis Teaching Curriculum Complexity |
dc.subject.cnpq.fl_str_mv |
LETRAS |
description |
Since the 1980s and 1990s, the teaching of grammar(s) in Portuguese language classes has been redefined with the rise of linguistic analysis in the national Portuguese language curriculum. Since then, the activities of this curricular component started to contemplate the students' abilities to reflect on the language in its actual use practices. The teaching based on linguistic analysis thus suggests an alternative to the normative grammar teaching model, which focused on the transmission of grammatical contents through a repetitive methodology. Linguistic analysis therefore demands from the teacher, in Portuguese language classes, the use of both metalinguistic and epilinguistic activities that are, both activities that use concepts and classifications to speak of the language itself, as well as activities that favor reflection about the expressive resources used in a text, in view of a communicative intention. In this new perspective of working with language, teaching based on the practice of linguistic analysis has been gaining prominence in official documents that guide teaching in the country's schools, even becoming a thematic axis of the curricular component of Portuguese Language in the Parameters National Curriculum (1998) and in the Common National Curriculum Base (2017), as well as in the regional documents that guide the teaching of the mother tongue. Given this scenario, this thesis aims discussing the teaching model resulting from the proposals for linguistic analysis in the state of Maranhão curriculum, as well as the nuances involved in the process of preparing this document. For this, due to the complex character of language and teaching, this work approached them through the lens of complexity theory. In this context, to articulate the principles of linguistic analysis, teaching, language, official curriculum and educational policies, we adopted the theory of complex adaptive systems and one of its aspects that, in our view, has a great potential impact on teaching based on the practice of linguistic analysis: the attractors. In this context, it was possible to radiograph the teaching model based on the practice of linguistic analysis that the Maranhão´s curriculum document proposes for the final years of elementary school, using the language teaching models defined by Halliday et al. (1974): prescriptive and productive. As a methodological choice, we adopted content analysis, a fruitful method in the investigation of a variety of communications, pointing out the paths that lead to the interpretation of the reality of a given document. Therefore, we carried out a survey of the number of metalinguistic and epilinguistic skills available for the final years of elementary school, seeking in this distribution the implications for teaching based on the practice of linguistic analysis. As a result, we identified a predominance of epilinguistic activities, constituting almost triple the number of metalinguistic activities, which indicates us a productive teaching model, aligned with proposals for teaching renewal, but incurring the risk of having its bases compromised due to this expressive imbalance between the activities. Therefore, we base our discussions on the theoretical concepts discussed in the works of Geraldi (2006), Morin (2011), Bertanlanffy (1975), Halliday et al. (1974), among other productions that deal with the theme. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-08-20 |
dc.date.accessioned.fl_str_mv |
2022-01-20T14:05:53Z |
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 |
SANTOS, Danilo Tavares dos. A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense. 2021. 138 f. Dissertação (Programa de Pós-Graduação em Letras/CCH) - Universidade Federal do Maranhão, São Luís, 2021. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3470 |
identifier_str_mv |
SANTOS, Danilo Tavares dos. A análise linguística no ensino de língua portuguesa do 6º ao 9º ano: uma investigação no Documento Curricular do Território Maranhense. 2021. 138 f. Dissertação (Programa de Pós-Graduação em Letras/CCH) - Universidade Federal do Maranhão, São Luís, 2021. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3470 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS/CCH |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE LETRAS/CCH |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
instname_str |
Universidade Federal do Maranhão (UFMA) |
instacron_str |
UFMA |
institution |
UFMA |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
collection |
Biblioteca Digital de Teses e Dissertações da UFMA |
bitstream.url.fl_str_mv |
http://tedebc.ufma.br:8080/bitstream/tede/3470/2/DANILO+-+SANTOS.pdf http://tedebc.ufma.br:8080/bitstream/tede/3470/1/license.txt |
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7b4b12592409c51b072b8bbefe5661af 97eeade1fce43278e63fe063657f8083 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1797055619905093632 |