Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso embargado |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/26360 |
Resumo: | Considering, as presented in the literature, that working with oral genres in preschool in an affective - motor context can directly contribute to the development of skills and abilities recommended by the BNCC; the misinterpretation of manifestations of failure by students regarding the literacy process; the prioritization of cognitive and writing aspects to the detriment of motor aspects and orality, respectively, thus constitute the core of the problem of this research. Thus, the objective of the present study is to present a proposal of activities for teaching with oral genres in preschool from the perspective of multiliteracies, affectivity, pedagogy of movement and other significant learning situations based on the objectives of knowledge and development established in the Base National Common Curricular (BNCC), in order to enhance the planning of teachers in the municipal network of the city of João Pessoa. The theoretical framework is composed by Bakhtin (2003) and Marchuschi (2010) to discuss the 3rd conception of language; Walon (1968), Vygotsky (1991) e Piaget (1971) regarding the relationship between cognition and affectivity; for oral genres Soares (2002), Kleiman (2008), Scheneuwly and Dolz (1997); regarding the multiliteracies Rojo and Moura (2012), Street (2013, 2014), Malta (2015); on meaningful learning Ausubel (1963); with regard to the pedagogy of the movement Freire (1997), Vilela (2015), Vieira (2017), Menezes (2006), Betti and Zulliani (2002), Sayão (1996), Ayoub (2001). The proposed activities were selected/adapted from two perspectives: report presented by Loureiro (2018) in the 11th edition of the Brazilian Teachers Award and significant learning situations published in books, websites, blogs and channels. Such activities culminated in a software called Tralalá, which in addition to presenting the detailed proposal with 20 activities, materials, learning objectives based on the BNCC and variation totaling 40 possibilities, will include elements from the perspective of multiliteracies to optimize the teacher's time and facilitate their planning. After completion and instrumentation of the tool, we envision the possibility of recording new activities carried out by teachers and/or adaptations arising from the performance of the proposed activities, in order to share knowledge and new experiences, further enriching the collection of possibilities. Within this context, in fact, we would not have a ready and finished tool, but a tool that is configured as the educational process itself, which would be constantly updated, feeding itself back through the search, realization and readjustment of the action. |
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Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escolaAfetividadePedagogia do movimentoPedagogia dos multiletramentosGêneros oraisAprendizagem significativaPré-escolaAffectivityPedagogy of movementPedagogy of multiliteraciesOral genresMeaningful learningPreschoolCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAConsidering, as presented in the literature, that working with oral genres in preschool in an affective - motor context can directly contribute to the development of skills and abilities recommended by the BNCC; the misinterpretation of manifestations of failure by students regarding the literacy process; the prioritization of cognitive and writing aspects to the detriment of motor aspects and orality, respectively, thus constitute the core of the problem of this research. Thus, the objective of the present study is to present a proposal of activities for teaching with oral genres in preschool from the perspective of multiliteracies, affectivity, pedagogy of movement and other significant learning situations based on the objectives of knowledge and development established in the Base National Common Curricular (BNCC), in order to enhance the planning of teachers in the municipal network of the city of João Pessoa. The theoretical framework is composed by Bakhtin (2003) and Marchuschi (2010) to discuss the 3rd conception of language; Walon (1968), Vygotsky (1991) e Piaget (1971) regarding the relationship between cognition and affectivity; for oral genres Soares (2002), Kleiman (2008), Scheneuwly and Dolz (1997); regarding the multiliteracies Rojo and Moura (2012), Street (2013, 2014), Malta (2015); on meaningful learning Ausubel (1963); with regard to the pedagogy of the movement Freire (1997), Vilela (2015), Vieira (2017), Menezes (2006), Betti and Zulliani (2002), Sayão (1996), Ayoub (2001). The proposed activities were selected/adapted from two perspectives: report presented by Loureiro (2018) in the 11th edition of the Brazilian Teachers Award and significant learning situations published in books, websites, blogs and channels. Such activities culminated in a software called Tralalá, which in addition to presenting the detailed proposal with 20 activities, materials, learning objectives based on the BNCC and variation totaling 40 possibilities, will include elements from the perspective of multiliteracies to optimize the teacher's time and facilitate their planning. After completion and instrumentation of the tool, we envision the possibility of recording new activities carried out by teachers and/or adaptations arising from the performance of the proposed activities, in order to share knowledge and new experiences, further enriching the collection of possibilities. Within this context, in fact, we would not have a ready and finished tool, but a tool that is configured as the educational process itself, which would be constantly updated, feeding itself back through the search, realization and readjustment of the action.NenhumaConsiderando, conforme apresentado na literatura, que trabalhar com gêneros orais na pré-escola em contexto afetivo - motor, pode contribuir diretamente no desenvolvimento das competências e habilidades preconizadas pela BNCC; a interpretação equivocada de manifestações de insucesso pelos alunos no tocante ao processo de letramento; a priorização de aspectos cognitivos e da escrita em detrimento dos aspectos motores e da oralidade, respectivamente, constituem assim, o cerne do problema dessa pesquisa. Assim, o objetivo do presente estudo é apresentar uma proposta de atividades para o ensino com gêneros orais na pré-escola na perspectiva dos multiletramentos, afetividade, pedagogia de movimento e outras situações significativas de aprendizagem a partir dos objetivos de conhecimento e desenvolvimento estabelecidos na Base Nacional Comum Curricular (BNCC), a fim de potencializar a elaboração do planejamento dos professores da rede municipal da cidade de João Pessoa. O referencial teórico é composto por Bakhtin (2003) e Marchuschi (2010) para discussão sobre a 3ª concepção de língua; Walon (1968), Vygotsky (1991) e Piaget (1971) a respeito da relação cognição e afetividade; para os gêneros orais Soares (2002), Kleiman (2008), Scheneuwly e Dolz (1997); no tocante aos multiletramentos Rojo e Moura (2012), Street (2013, 2014), Malta (2015); sobre aprendizagem significativa Ausubel (1963); no que diz respeito a pedagogia do movimento Freire (1997), Vilela (2015), Vieira (2017), Meneses (2006), Betti e Zulliani (2002), Sayão (1996), Ayoub (2001). As atividades propostas foram selecionadas/adaptadas a partir de duas vertentes: relato apresentado por Loureiro (2018) na 11ª edição do Prêmio Professores do Brasil e situações significativas de aprendizagem publicadas em livro, sites, blogs e canais. Tais atividades culminaram em um software intitulado Tralalá, que além de apresentar a proposta detalhada com 20 atividades, materiais, objetivos de aprendizagem baseada na BNCC e variação totalizando 40 possibilidades, contemplará elementos na perspectiva dos multiletramentos para otimizar o tempo do professor e facilitar seu planejamento. Após conclusão e instrumentalização da ferramenta, vislumbramos a possibilidade de registro realizado pelos professores de atividades novas e/ou adaptações advindas da realização das atividades propostas, a fim de compartilhar saberes e novas experiências, enriquecendo ainda mais o acervo de possibilidades. Dentro desse contexto, na verdade, não teríamos uma ferramenta pronta e acabada, mas sim, uma ferramenta que se configura como o próprio processo educacional, que estaria em constante atualização, se retroalimentando pela busca, realização e readequação da ação.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBSilva, Henrique Miguel de Limahttp://lattes.cnpq.br/6926543520029799Loureiro, Soraya Nogueira Albert2023-02-24T14:41:21Z2024-01-232023-02-24T14:41:21Z2022-08-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/26360porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/embargoedAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-05-22T12:36:31Zoai:repositorio.ufpb.br:123456789/26360Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2023-05-22T12:36:31Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
title |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
spellingShingle |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola Loureiro, Soraya Nogueira Albert Afetividade Pedagogia do movimento Pedagogia dos multiletramentos Gêneros orais Aprendizagem significativa Pré-escola Affectivity Pedagogy of movement Pedagogy of multiliteracies Oral genres Meaningful learning Preschool CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
title_short |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
title_full |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
title_fullStr |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
title_full_unstemmed |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
title_sort |
Multiletramento e afetividade: uma proposta para o ensino com gêneros orais na pré-escola |
author |
Loureiro, Soraya Nogueira Albert |
author_facet |
Loureiro, Soraya Nogueira Albert |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Henrique Miguel de Lima http://lattes.cnpq.br/6926543520029799 |
dc.contributor.author.fl_str_mv |
Loureiro, Soraya Nogueira Albert |
dc.subject.por.fl_str_mv |
Afetividade Pedagogia do movimento Pedagogia dos multiletramentos Gêneros orais Aprendizagem significativa Pré-escola Affectivity Pedagogy of movement Pedagogy of multiliteracies Oral genres Meaningful learning Preschool CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
topic |
Afetividade Pedagogia do movimento Pedagogia dos multiletramentos Gêneros orais Aprendizagem significativa Pré-escola Affectivity Pedagogy of movement Pedagogy of multiliteracies Oral genres Meaningful learning Preschool CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
description |
Considering, as presented in the literature, that working with oral genres in preschool in an affective - motor context can directly contribute to the development of skills and abilities recommended by the BNCC; the misinterpretation of manifestations of failure by students regarding the literacy process; the prioritization of cognitive and writing aspects to the detriment of motor aspects and orality, respectively, thus constitute the core of the problem of this research. Thus, the objective of the present study is to present a proposal of activities for teaching with oral genres in preschool from the perspective of multiliteracies, affectivity, pedagogy of movement and other significant learning situations based on the objectives of knowledge and development established in the Base National Common Curricular (BNCC), in order to enhance the planning of teachers in the municipal network of the city of João Pessoa. The theoretical framework is composed by Bakhtin (2003) and Marchuschi (2010) to discuss the 3rd conception of language; Walon (1968), Vygotsky (1991) e Piaget (1971) regarding the relationship between cognition and affectivity; for oral genres Soares (2002), Kleiman (2008), Scheneuwly and Dolz (1997); regarding the multiliteracies Rojo and Moura (2012), Street (2013, 2014), Malta (2015); on meaningful learning Ausubel (1963); with regard to the pedagogy of the movement Freire (1997), Vilela (2015), Vieira (2017), Menezes (2006), Betti and Zulliani (2002), Sayão (1996), Ayoub (2001). The proposed activities were selected/adapted from two perspectives: report presented by Loureiro (2018) in the 11th edition of the Brazilian Teachers Award and significant learning situations published in books, websites, blogs and channels. Such activities culminated in a software called Tralalá, which in addition to presenting the detailed proposal with 20 activities, materials, learning objectives based on the BNCC and variation totaling 40 possibilities, will include elements from the perspective of multiliteracies to optimize the teacher's time and facilitate their planning. After completion and instrumentation of the tool, we envision the possibility of recording new activities carried out by teachers and/or adaptations arising from the performance of the proposed activities, in order to share knowledge and new experiences, further enriching the collection of possibilities. Within this context, in fact, we would not have a ready and finished tool, but a tool that is configured as the educational process itself, which would be constantly updated, feeding itself back through the search, realization and readjustment of the action. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-29 2023-02-24T14:41:21Z 2023-02-24T14:41:21Z 2024-01-23 |
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.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/26360 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/26360 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/embargoedAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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embargoedAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística e ensino Mestrado Profissional em Linguística UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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