Nombre: LENICE GARCIA DE FREITAS
Fecha de publicación: 21/12/2020
Supervisor:
Nombre |
Rol |
|---|---|
| DULCINEA CAMPOS SILVA | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| DULCINEA CAMPOS SILVA | Advisor * |
| LETÍCIA QUEIROZ DE CARVALHO | External Examiner * |
| PRISCILA MONTEIRO CHAVES | External Examiner * |
| REGINA GODINHO DE ALCÂNTARA | Internal Examiner * |
Resumen: This study analyzes the social reality of students of a rural school as starting and arrival point to pedagogical practice of text production, establishing connections between education and concrete enunciations of the learners. From the perspective of the Russian theorist Mikhail Bakhtin and the circle supports that the historical persistence in the teaching of the Portuguese language in formalist molds, which give priority the teaching of the word and of the isolated sentence, constitute a problem to the contemporaneous teaching. Thus, disregards the living behavior of the language and feeds the cycle of disinterest of the students by studies of the language, especially, of the text production. As opposed, this research is based on statement as form of understand of the discursive act, according directs the enunciation Bakhtins theory. In the context, the social practices of the individuals involved in the process of teaching and learning need motivate the writing of the learners, in such a way they act as enunciating and transformers individuals of the reality. The qualitative research of the participant type, based on historical materialism, specifically, on perspective of the praxis, enabled the work with the discursivity, the historicity and the social contradiction. The intervention was realized in a rural school of the municipality of Domingos Martins ES and counted with the participation of 32 students. The elaboration of the an inventory of the reality gave rise to approaches that instigated the write of the young, signaling that the practice of text production, linked to topics of reality, under discursive and dialogic perspective, encourage the protagonist these writers, once that they have important informations as: what to say, for whom to say and how to do it. Finally, this study originated a pedagogical book proposing actions and interventions in the reading and text production of the Regular elementary II. This experience proved the importance of teaching the Portuguese language in connection with the students' social historical movement, whether they are subjects from the countryside or the city.
