O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental
Ano de defesa: | 2023 |
---|---|
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 - Campus Bacabal
|
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/5054 |
Resumo: | It is known that the teaching and learning of reading are ideologically marked to the extent that the school’s daily activities become structured based on guidelines that are gradually institutionalized by government documents. Having the French Discourse Analysis (DA) as the central theoretical support that supports data analysis, this research object is the effects of meaning constituted by the discourses that mobilize the evocation of the reading and language concepts enunciated in the Maranhão’s Curricular Document (Documento Curricular do Território Maranhense) (DCTMA). In this way, we make use of the fundamental concepts in the field of DA that evidence the linguistic-historical materiality from the studies of Pêcheux ([1965-1975] 2014 and 2012) by proposing a reflection on language having its bases founded on the discomfort of not settle for the evidence and the already-made place, added to the studies of the concepts of Coracini (1995, 2005) and Geraldi (2005) about the classic of reading and language conceptions, as well as the reading concepts of Chartier (2004 ) among other authors who are in line with the theoretical assumptions of French DA. We outlined as the general goal of the research, to investigate how the meanings effects of reading conceptions and language conceptions are constituted in the Portuguese language curriculum organizer for the final grades in elementary school. This research poses as a guiding question: How do the reading and language concepts cross the guidelines of Maranhão’s Curricular Document, constituting implications in the formation of the proficient reader student? Our corpus consisted of excerpts cut from the DCTMA, from which we can see that the institutionalized discourse in face of the prescriptions given in the document, evokes the effect of authority on the teacher's action, (re)affirming the theoretical uniqueness of a reading and language conception to the detriment of other conceptions as a practice mark aimed at meeting the training needs of the labor market. In order to elucidate the functioning of the constituent discursivities of what is stated in the DCTMA guidelines, anchored in the theoretical contribution of discourse analysis, we used the Pechetian theory that proposes that meaning is not simply contained in words, but is produced and negotiated in specific discursive contexts. And that also develops the concept of interdiscourse, referring to the influence of other discourses and ideologies present in the production and interpretation of statements. The analyzes highlight the evidence of the uses and representations of reading (CHARTIER, 2004) as a constituent materiality of the language practices implementation, to reflect on the most diverse forms of reading (BARZOTTO, 1999). We suggest a reinterpretation not of the teacher's work as an effect of blaming him for the failure or mistake, but of the student from Maranhão and the diverse reality in which his school is enrolled, insofar as the teaching and learning of reading transit and means change not of place, but of positioning about the possibilities of reading that reach the student of the final grades of Maranhão’s elementary school. |
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VIEIRA, José Antôniohttp://lattes.cnpq.br/4087600061589123VIEIRA, José Antôniohttp://lattes.cnpq.br/4087600061589123BERTOLDO, Ernesto Sergiohttp://lattes.cnpq.br/4496372523574155LIMA, PauloSOUSA, Gabriela Almeida de2023-11-21T04:00:48Z2023-07-24SOUSA, Gabriela Almeida de. O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/5054It is known that the teaching and learning of reading are ideologically marked to the extent that the school’s daily activities become structured based on guidelines that are gradually institutionalized by government documents. Having the French Discourse Analysis (DA) as the central theoretical support that supports data analysis, this research object is the effects of meaning constituted by the discourses that mobilize the evocation of the reading and language concepts enunciated in the Maranhão’s Curricular Document (Documento Curricular do Território Maranhense) (DCTMA). In this way, we make use of the fundamental concepts in the field of DA that evidence the linguistic-historical materiality from the studies of Pêcheux ([1965-1975] 2014 and 2012) by proposing a reflection on language having its bases founded on the discomfort of not settle for the evidence and the already-made place, added to the studies of the concepts of Coracini (1995, 2005) and Geraldi (2005) about the classic of reading and language conceptions, as well as the reading concepts of Chartier (2004 ) among other authors who are in line with the theoretical assumptions of French DA. We outlined as the general goal of the research, to investigate how the meanings effects of reading conceptions and language conceptions are constituted in the Portuguese language curriculum organizer for the final grades in elementary school. This research poses as a guiding question: How do the reading and language concepts cross the guidelines of Maranhão’s Curricular Document, constituting implications in the formation of the proficient reader student? Our corpus consisted of excerpts cut from the DCTMA, from which we can see that the institutionalized discourse in face of the prescriptions given in the document, evokes the effect of authority on the teacher's action, (re)affirming the theoretical uniqueness of a reading and language conception to the detriment of other conceptions as a practice mark aimed at meeting the training needs of the labor market. In order to elucidate the functioning of the constituent discursivities of what is stated in the DCTMA guidelines, anchored in the theoretical contribution of discourse analysis, we used the Pechetian theory that proposes that meaning is not simply contained in words, but is produced and negotiated in specific discursive contexts. And that also develops the concept of interdiscourse, referring to the influence of other discourses and ideologies present in the production and interpretation of statements. The analyzes highlight the evidence of the uses and representations of reading (CHARTIER, 2004) as a constituent materiality of the language practices implementation, to reflect on the most diverse forms of reading (BARZOTTO, 1999). We suggest a reinterpretation not of the teacher's work as an effect of blaming him for the failure or mistake, but of the student from Maranhão and the diverse reality in which his school is enrolled, insofar as the teaching and learning of reading transit and means change not of place, but of positioning about the possibilities of reading that reach the student of the final grades of Maranhão’s elementary school.Sabemos que o ensino e a aprendizagem da leitura são marcados ideologicamente na medida em que o fazer cotidiano da escola passa a ser estruturado a partir de orientações que vão sendo institucionalizadas por documentos governamentais. Tendo Análise do Discurso (AD) francesa como suporte teórico central que sustenta a análise de dados, o objeto desta pesquisa são os efeitos de sentido constituídos pelas discursividades que mobilizam o evocar das concepções de leitura e de linguem enunciadas no Documento Curricular do Território Maranhense (DCTMA). Desta forma, lançamos mão dos conceitos basilares do campo da AD que evidencia a materialidade linguístico-histórica a partir dos estudos de Pêcheux ([1965-1975] 2014 e 2012) ao propor uma a reflexão sobre a linguagem tendo suas bases fundadas no desconforto de não se ajeitar nas evidências e no lugar já-feito, somado aos estudos dos conceitos de Coracini (1995, 2005) e de Geraldi (2005) acerca das concepções clássicas de leitura e concepções linguagem, bem como os conceitos de leitura de Chartier (2004) entre outros autores que coadunam com os pressupostos teóricos da AD francesa. Delineamos como objetivo geral da pesquisa, investigar como se constituem os efeitos de sentidos das concepções de leitura e das concepções de linguagem no organizador curricular de língua portuguesa para as séries finais do ensino fundamental. Esta pesquisa coloca como questão norteadora: Como as concepções de leitura e de linguagem atravessam as orientações do Documento Curricular do Território Maranhense constituindo implicações na formação do aluno leitor proficiente? Nosso corpus constituiu-se de excertos recortados do DCTMA, a partir dos quais podemos constatar que o discurso institucionalizado frente as prescrições dadas no documento, evoca o efeito de autoridade sobre a ação do professor, (re)afirmando unicidade teórica de uma concepção de leitura e de linguagem em detrimento de outras concepções como marca de uma prática voltada para atender as necessidades de formação para o mercado de trabalho. Para que fosse elucidado o funcionamento das discursividades constituintes do que está enunciado nas orientações do DCTMA, ancorados no aporte teórico da análise do discurso, lançamos mão da teoria pechetiana que propõe que o sentido não está simplesmente contido nas palavras, mas é produzido e negociado em contextos discursivos específicos. E que também desenvolve o conceito de interdiscurso, se referindo à influência de outros discursos e ideologias presentes na produção e interpretação dos enunciados. As análises marcam a evidência dos usos e representações da leitura (CHARTIER, 2004) como materialidade constituinte da implementação das práticas de linguagem, para refletir sobre as mais diversas formas de leitura (BARZOTTO, 1999). Sugerimos uma releitura não do trabalho do professor como efeito de responsabilizá-lo pela falha ou pelo equívoco, mas do aluno maranhense e da realidade diversa em que sua escola está inscrita, na medida em que o ensino e a aprendizagem de leitura transitam e significam mudança não de lugar, mas de posicionamento acerca das possibilidades de leitura que alcança o aluno das series finais do ensino fundamental na escola maranhense.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2023-11-21T04:00:45Z No. of bitstreams: 1 GABRIELA_ALMEIDA_DE_SOUSA.pdf: 684471 bytes, checksum: be0d80c4761ae6467504e46a372fd565 (MD5)Made available in DSpace on 2023-11-21T04:00:48Z (GMT). No. of bitstreams: 1 GABRIELA_ALMEIDA_DE_SOUSA.pdf: 684471 bytes, checksum: be0d80c4761ae6467504e46a372fd565 (MD5) Previous issue date: 2023-07-24application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - Campus BacabalUFMABrasilDEPARTAMENTO DE LETRAS/CCHconcepções de leitura;concepções de linguagem;efeito de sentido;ensino de língua portuguesa;reading conceptions;language conceptions;meaning effect;portuguese language teaching.LetrasO ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamentalThe teaching of the Portuguese language and the concepts of reading and language in the curriculum document of the Maranhão territory for the final grades of elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALGABRIELA_ALMEIDA_DE_SOUSA.pdfGABRIELA_ALMEIDA_DE_SOUSA.pdfapplication/pdf684471http://tedebc.ufma.br:8080/bitstream/tede/5054/2/GABRIELA_ALMEIDA_DE_SOUSA.pdfbe0d80c4761ae6467504e46a372fd565MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/5054/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/50542023-11-21 01:00:48.161oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312023-11-21T04:00:48Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
The teaching of the Portuguese language and the concepts of reading and language in the curriculum document of the Maranhão territory for the final grades of elementary school |
title |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
spellingShingle |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental SOUSA, Gabriela Almeida de concepções de leitura; concepções de linguagem; efeito de sentido; ensino de língua portuguesa; reading conceptions; language conceptions; meaning effect; portuguese language teaching. Letras |
title_short |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
title_full |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
title_fullStr |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
title_full_unstemmed |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
title_sort |
O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental |
author |
SOUSA, Gabriela Almeida de |
author_facet |
SOUSA, Gabriela Almeida de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
VIEIRA, José Antônio |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4087600061589123 |
dc.contributor.referee1.fl_str_mv |
VIEIRA, José Antônio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4087600061589123 |
dc.contributor.referee2.fl_str_mv |
BERTOLDO, Ernesto Sergio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4496372523574155 |
dc.contributor.referee3.fl_str_mv |
LIMA, Paulo |
dc.contributor.author.fl_str_mv |
SOUSA, Gabriela Almeida de |
contributor_str_mv |
VIEIRA, José Antônio VIEIRA, José Antônio BERTOLDO, Ernesto Sergio LIMA, Paulo |
dc.subject.por.fl_str_mv |
concepções de leitura; concepções de linguagem; efeito de sentido; ensino de língua portuguesa; |
topic |
concepções de leitura; concepções de linguagem; efeito de sentido; ensino de língua portuguesa; reading conceptions; language conceptions; meaning effect; portuguese language teaching. Letras |
dc.subject.eng.fl_str_mv |
reading conceptions; language conceptions; meaning effect; portuguese language teaching. |
dc.subject.cnpq.fl_str_mv |
Letras |
description |
It is known that the teaching and learning of reading are ideologically marked to the extent that the school’s daily activities become structured based on guidelines that are gradually institutionalized by government documents. Having the French Discourse Analysis (DA) as the central theoretical support that supports data analysis, this research object is the effects of meaning constituted by the discourses that mobilize the evocation of the reading and language concepts enunciated in the Maranhão’s Curricular Document (Documento Curricular do Território Maranhense) (DCTMA). In this way, we make use of the fundamental concepts in the field of DA that evidence the linguistic-historical materiality from the studies of Pêcheux ([1965-1975] 2014 and 2012) by proposing a reflection on language having its bases founded on the discomfort of not settle for the evidence and the already-made place, added to the studies of the concepts of Coracini (1995, 2005) and Geraldi (2005) about the classic of reading and language conceptions, as well as the reading concepts of Chartier (2004 ) among other authors who are in line with the theoretical assumptions of French DA. We outlined as the general goal of the research, to investigate how the meanings effects of reading conceptions and language conceptions are constituted in the Portuguese language curriculum organizer for the final grades in elementary school. This research poses as a guiding question: How do the reading and language concepts cross the guidelines of Maranhão’s Curricular Document, constituting implications in the formation of the proficient reader student? Our corpus consisted of excerpts cut from the DCTMA, from which we can see that the institutionalized discourse in face of the prescriptions given in the document, evokes the effect of authority on the teacher's action, (re)affirming the theoretical uniqueness of a reading and language conception to the detriment of other conceptions as a practice mark aimed at meeting the training needs of the labor market. In order to elucidate the functioning of the constituent discursivities of what is stated in the DCTMA guidelines, anchored in the theoretical contribution of discourse analysis, we used the Pechetian theory that proposes that meaning is not simply contained in words, but is produced and negotiated in specific discursive contexts. And that also develops the concept of interdiscourse, referring to the influence of other discourses and ideologies present in the production and interpretation of statements. The analyzes highlight the evidence of the uses and representations of reading (CHARTIER, 2004) as a constituent materiality of the language practices implementation, to reflect on the most diverse forms of reading (BARZOTTO, 1999). We suggest a reinterpretation not of the teacher's work as an effect of blaming him for the failure or mistake, but of the student from Maranhão and the diverse reality in which his school is enrolled, insofar as the teaching and learning of reading transit and means change not of place, but of positioning about the possibilities of reading that reach the student of the final grades of Maranhão’s elementary school. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-11-21T04:00:48Z |
dc.date.issued.fl_str_mv |
2023-07-24 |
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 |
SOUSA, Gabriela Almeida de. O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, São Luís, 2023. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/5054 |
identifier_str_mv |
SOUSA, Gabriela Almeida de. O ensino de língua portuguesa e as concepções de leitura e de linguagem no documento curricular do território maranhense para as séries finais do ensino fundamental. 2023. 90 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, São Luís, 2023. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/5054 |
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 - Campus Bacabal |
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/5054/2/GABRIELA_ALMEIDA_DE_SOUSA.pdf http://tedebc.ufma.br:8080/bitstream/tede/5054/1/license.txt |
bitstream.checksum.fl_str_mv |
be0d80c4761ae6467504e46a372fd565 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_ |
1800303923830980608 |