Aprender a ler para aprender geografia: desafios interdisciplinares
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Artes e Letras |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
Departamento: |
Letras
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/14345 |
Resumo: | This Master's research aims to investigate the geography field, specifically the recurrent genres in this discipline in its compositional, linguistic and semantic-discursive aspects. Therefore, we start from the conception that the genders are configurations of meaning with a social purpose (ROSE; MARTIN, 2012). Martin points out that writing in science is different from writing in other parts of the curriculum. Thus, "being literate in science means understanding the technical language that is used"(MARTIN, 1993b, p. 186). In this sense, we can say that textbooks constitute scientific models of written language for students. Due to this, we understand that the reading and the writing in the basic education can be improved if the professor gives the pupils an explicit education of the act of reading and writing, whereas the particularities of each discipline. This research is placed in the qualitative and quantitative paradigm; therefore, it is necessary to quantify the linguistic resources that characterize the sorts to interpret them. This way, the emphasis is in the qualitative interpretation of the researcher that finds subsidies in the quantification of the linguistic elements. We select, as general analysis, the didactic book of Geography Araribá Project, 2010, of 6º and 9º year - published by Modern Editor, with Fernando Carlo Vedovate as responsible. The analysis contemplates two stages: i) contextual investigation of the didactic book of Geography, with focus in the PNLD; and ii) literal-discursive investigation, focusing the variable of the context, the lexicon-grammatical characteristics and semantic-discursive (HALLIDAY and MATTHIESSEN, 2014) and the taxonomy proposed by the Functional Systemic Linguistics and thematic structure (MARTIN, ROSE, 2008), (MOYANO, 2013b). From the analysis of the data, it was concluded that the family of recurrent sorts is of the Reports and the Explanations.The Descriptive,Classified and Compositional Reports classify a phenomenon and describe its characteristics, whose intention is “to say what it is” and “as it is”. Explanations of the factorial and consequential type contribute to evidence the causes and consequences of the phenomena. The purpose of the Explanations is to say "how" and "why" phenomena happen. The Stages and Phases that make up the genres fulfill their purpose and contribute to reach the goal of the analyzed units. |
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2018-09-18T18:08:05Z2018-09-18T18:08:05Z2018-02-27http://repositorio.ufsm.br/handle/1/14345This Master's research aims to investigate the geography field, specifically the recurrent genres in this discipline in its compositional, linguistic and semantic-discursive aspects. Therefore, we start from the conception that the genders are configurations of meaning with a social purpose (ROSE; MARTIN, 2012). Martin points out that writing in science is different from writing in other parts of the curriculum. Thus, "being literate in science means understanding the technical language that is used"(MARTIN, 1993b, p. 186). In this sense, we can say that textbooks constitute scientific models of written language for students. Due to this, we understand that the reading and the writing in the basic education can be improved if the professor gives the pupils an explicit education of the act of reading and writing, whereas the particularities of each discipline. This research is placed in the qualitative and quantitative paradigm; therefore, it is necessary to quantify the linguistic resources that characterize the sorts to interpret them. This way, the emphasis is in the qualitative interpretation of the researcher that finds subsidies in the quantification of the linguistic elements. We select, as general analysis, the didactic book of Geography Araribá Project, 2010, of 6º and 9º year - published by Modern Editor, with Fernando Carlo Vedovate as responsible. The analysis contemplates two stages: i) contextual investigation of the didactic book of Geography, with focus in the PNLD; and ii) literal-discursive investigation, focusing the variable of the context, the lexicon-grammatical characteristics and semantic-discursive (HALLIDAY and MATTHIESSEN, 2014) and the taxonomy proposed by the Functional Systemic Linguistics and thematic structure (MARTIN, ROSE, 2008), (MOYANO, 2013b). From the analysis of the data, it was concluded that the family of recurrent sorts is of the Reports and the Explanations.The Descriptive,Classified and Compositional Reports classify a phenomenon and describe its characteristics, whose intention is “to say what it is” and “as it is”. Explanations of the factorial and consequential type contribute to evidence the causes and consequences of the phenomena. The purpose of the Explanations is to say "how" and "why" phenomena happen. The Stages and Phases that make up the genres fulfill their purpose and contribute to reach the goal of the analyzed units.Esta pesquisa de Mestrado tem por objetivo investigar área da geografia, mais especificamente, os gêneros recorrentes nessa disciplina em seus aspectos composicionais, linguísticos e semântico-discursivos. Para tanto, partimos da concepção de que os gêneros são configurações de significado com um propósito social (ROSE; MARTIN, 2012). Martin sinaliza que a escrita na ciência é diferente da escrita em outras partes do currículo. Desse modo, “ser alfabetizado em ciência significa entender a linguagem técnica que é usada” (MARTIN, 1993b, p. 186). Nesse sentido, podemos afirmar que os livros didáticos se constituem como modelos científicos da linguagem escrita para os alunos. Em razão disso, entendemos que a leitura e a escrita na educação básica podem ser aprimoradas se o professor oportunizar aos alunos um ensino explícito do ato de ler e de escrever, considerando as particularidades de cada disciplina. Esta pesquisa se situa no paradigma qualitativo e quantitativo, pois há necessidade de quantificar os recursos linguísticos que caracterizam os gêneros para interpretá-los. Dessa forma, a ênfase se encontra na interpretação qualitativa do pesquisador que encontra subsídios na quantificação dos elementos linguísticos. Selecionamos como universo de análise o livro didático de Geografia Projeto Araribá, 2010, do 6º e 9º ano - publicado pela Editora Moderna, tendo como responsável Fernando Carlo Vedovate. A análise contempla duas etapas: i) investigação contextual do livro didático de Geografia, com foco no PNLD; e ii) investigação textual-discursiva, focalizando as variáveis do contexto, as características léxico-gramaticais e semântico-discursivas (HALLIDAY; MATTHIESSEN, 2014) e a taxonomia proposta pela Linguística Sistêmico-Funcional e estrutura temática (MARTIN, ROSE, 2008), (MOYANO, 2013b).A partir da análise dos dados, conclui-se que a Família de gêneros recorrentes é a dos Relatórios e das Explicações. Os Relatórios Descritivos, Classificativos e Composicionais classificam um fenômeno e descrevem suas características, cujo propósito é “dizer o que é” e “como é”. As Explicações do tipo fatorial e consequencial contribuem para evidenciar as causas e consequências dos fenômenos. O propósito das Explicações é dizer “como” e “por que” os fenômenos acontecem. As Etapas e Fases que compõem os gêneros concretizam o seu propósito e contribuem para alcançar a meta das Unidades analisadas.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLeituraGêneros textuaisLinguística sistêmico-funcionalGeografiaReadingText genresSystemic-functional linguisticsGeographyCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASAprender a ler para aprender geografia: desafios interdisciplinaresLearning to read to learn geography interdisciplinary challengesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389Andreis, Adriana Mariahttp://lattes.cnpq.br/8472948314997700Cabral, Sara Regina Scottahttp://lattes.cnpq.br/9037816308995897http://lattes.cnpq.br/7830102440018989Paula, Suzana Ribeiro de80020000000160098449689-ffec-45d5-8ac6-94f55979750ad2b61387-32bb-4b55-a42c-27b4b5e46f90110d3b59-85eb-4cde-b54a-68fec0ea18cd6c140ce5-254c-4373-b434-976932a931c8reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGLETRAS_2018_PAULA_SUZANA.pdfDIS_PPGLETRAS_2018_PAULA_SUZANA.pdfDissertação de Mestradoapplication/pdf3484044http://repositorio.ufsm.br/bitstream/1/14345/1/DIS_PPGLETRAS_2018_PAULA_SUZANA.pdfc043f32213dd013400a9a7e18be1735cMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Aprender a ler para aprender geografia: desafios interdisciplinares |
dc.title.alternative.eng.fl_str_mv |
Learning to read to learn geography interdisciplinary challenges |
title |
Aprender a ler para aprender geografia: desafios interdisciplinares |
spellingShingle |
Aprender a ler para aprender geografia: desafios interdisciplinares Paula, Suzana Ribeiro de Leitura Gêneros textuais Linguística sistêmico-funcional Geografia Reading Text genres Systemic-functional linguistics Geography CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Aprender a ler para aprender geografia: desafios interdisciplinares |
title_full |
Aprender a ler para aprender geografia: desafios interdisciplinares |
title_fullStr |
Aprender a ler para aprender geografia: desafios interdisciplinares |
title_full_unstemmed |
Aprender a ler para aprender geografia: desafios interdisciplinares |
title_sort |
Aprender a ler para aprender geografia: desafios interdisciplinares |
author |
Paula, Suzana Ribeiro de |
author_facet |
Paula, Suzana Ribeiro de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.referee1.fl_str_mv |
Andreis, Adriana Maria |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8472948314997700 |
dc.contributor.referee2.fl_str_mv |
Cabral, Sara Regina Scotta |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9037816308995897 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7830102440018989 |
dc.contributor.author.fl_str_mv |
Paula, Suzana Ribeiro de |
contributor_str_mv |
Pinton, Francieli Matzenbacher Andreis, Adriana Maria Cabral, Sara Regina Scotta |
dc.subject.por.fl_str_mv |
Leitura Gêneros textuais Linguística sistêmico-funcional Geografia |
topic |
Leitura Gêneros textuais Linguística sistêmico-funcional Geografia Reading Text genres Systemic-functional linguistics Geography CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Reading Text genres Systemic-functional linguistics Geography |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This Master's research aims to investigate the geography field, specifically the recurrent genres in this discipline in its compositional, linguistic and semantic-discursive aspects. Therefore, we start from the conception that the genders are configurations of meaning with a social purpose (ROSE; MARTIN, 2012). Martin points out that writing in science is different from writing in other parts of the curriculum. Thus, "being literate in science means understanding the technical language that is used"(MARTIN, 1993b, p. 186). In this sense, we can say that textbooks constitute scientific models of written language for students. Due to this, we understand that the reading and the writing in the basic education can be improved if the professor gives the pupils an explicit education of the act of reading and writing, whereas the particularities of each discipline. This research is placed in the qualitative and quantitative paradigm; therefore, it is necessary to quantify the linguistic resources that characterize the sorts to interpret them. This way, the emphasis is in the qualitative interpretation of the researcher that finds subsidies in the quantification of the linguistic elements. We select, as general analysis, the didactic book of Geography Araribá Project, 2010, of 6º and 9º year - published by Modern Editor, with Fernando Carlo Vedovate as responsible. The analysis contemplates two stages: i) contextual investigation of the didactic book of Geography, with focus in the PNLD; and ii) literal-discursive investigation, focusing the variable of the context, the lexicon-grammatical characteristics and semantic-discursive (HALLIDAY and MATTHIESSEN, 2014) and the taxonomy proposed by the Functional Systemic Linguistics and thematic structure (MARTIN, ROSE, 2008), (MOYANO, 2013b). From the analysis of the data, it was concluded that the family of recurrent sorts is of the Reports and the Explanations.The Descriptive,Classified and Compositional Reports classify a phenomenon and describe its characteristics, whose intention is “to say what it is” and “as it is”. Explanations of the factorial and consequential type contribute to evidence the causes and consequences of the phenomena. The purpose of the Explanations is to say "how" and "why" phenomena happen. The Stages and Phases that make up the genres fulfill their purpose and contribute to reach the goal of the analyzed units. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-18T18:08:05Z |
dc.date.available.fl_str_mv |
2018-09-18T18:08:05Z |
dc.date.issued.fl_str_mv |
2018-02-27 |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/14345 |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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