Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-06T14:43:30Z No. of bitstreams: 1 arquivototal.pdf: 1912842 bytes, checksum: dbfd74608eda29f9015d9d5015514d75 (MD5) / Made available in DSpace on 2016-01-06T14:43:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1912842 bytes, checksum: dbfd74608eda29f9015d9d5015514d75 (MD5) Previous issue date: 2015-08-14 / There are countless social situations in which subjects must take a placement, issue an opinion, present justifications to legitimize the thesis and/or refute contrary opinions. That is, in social life, often, we are called to discursive practice the argumentation, which can be defined as a social activity of fundamentally dialogical nature. The argument writing plays crucial role in the integration of young people in social communicative practices developed by today's society. Given this role, the research that led to this thesis aimed to analyze argumentative essays produced by graduating high school students, checking what are the structural and discursive character of resources that draw students to write the dissertative-argumentative text. The hypothesis that guided the research was that students can build argumentative texts, mobilizing various structural and discursive resources. However, despite this, the produced argumentative essays must overcome certain limitations of the argumentative employed standard, which lacks more sophisticated strategies. Based on this hypothesis, we have set as a general objective to analyze the construction of argumentation in written texts produced by thirty (30) graduating high school students, checking what are the structural and discursive character of resources that draw them to sustain their point of view. As a theoretical basis, we make use of the work of Anscombre and Ducrot (1994), Aristotle (sd), Bakhtin (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002 , 2008), Platin (2005), Perelman and Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), among other authors. As can be seen by the authors mentioned above, we do not restricted ourselves to a theoretical approach, given the complex nature of our object of analysis. The focus of the analysis was predominantly qualitative. The results we have come to confirms our hypothesis. With regard to the fact that most of the volunteer students can build argumentative texts, mobilizing various structural and discursive resources, it is clear that this is due to: the titles, mostly, of a kind suggestive and mostly argumentative; the appropriate division of paragraphs; the presence of different text blocks (introduction, development and conclusion), even in texts that were not properly divided into paragraphs; the presence of a thesis to be defended. In what concerns the limitations to overcome, we find these are linked to the organization of arguments, since most volunteers build arguments with minimum standard (data, justificative and conclusion), taking us call to mind the low occurrence use of backup and refutation in the arguments. This latter finding is consistent with the findings in relation to the critical positioning, which is discursively constructed by means of the verb-axiological position that is assumed in front of heteroglossia. The subject takes a point of view, as it performs two major dialogical evaluative movements: assimilation and taking distance of other people's speech. The analyzed corpus, In dominated the assimilation of other people's speeches, the main strategy incorporating voices without the delimitation of unrelated sayings. The authors that incorporate others voice turn it into his own voice, because of its critical positioning. We found that the greater the distance, the more explicit becomes the responsibility of the enunciated, and the greater assimilation the less clear becomes the boundaries between speech of the enunciator subject and another's speech / Il existe d'innombrables situations sociales dans lesquelles les sujets doivent prendre un placement, émettre un avis, présenter des justifications qui légitiment la thèse défendue et/ou réfuter les opinions contraires. C’est-à-dire, dans la vie sociale, souvent, nous sommes appelés à la pratique discursive de l'argumentation, qui peut être définie comme une activité sociale fondamentalement de nature dialogique. L'argumentation écrite joue un rôle crucial dans l'intégration des jeunes dans les pratiques sócio-comunicatives développées par la société d'aujourd'hui. Étant donné que, la recherche qui a conduit à cette thèse vise à analyser dissertations argumentatifs produits par les étudiants de la fin du lycée, en vérifiant ceux qui sont les recours de caractère structurel et discursif qui attirent les étudiants à écrire le texte dissertatif-argumentatif. L'hypothèse qui a guidé la recherche était que les étudiants peuvent construire des textes argumentatifs, mobiliser diverses ressources structurelles et discursives. Cependant, malgré cela, les dissertations argumentatives produits doivent surmonter certaines limitations provenants de la norme argumentative employée, qui manque de stratégies plus sophistiquées. Basé sur cette hypothèse, nous avons fixé comme objectif général d'analyser la construction de l'argumentation dans les textes produits par les trente (30) étudiants de la fin du lycée, en vérifiant ceux qui sont les recours de caractère structurel et discursif qui attirent les étudiants à soutenir la défense d’un point de vue. Comme une base théorique, nous nous soutenons sur l'oeuvre de Anscombre et Ducrot (1994), Aristote (s.d.), Bakhtine (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002 , 2008), Platin (2005), Perelman et Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), entre autres auteurs. Comme on peut le voir par les auteurs mentionnés cidessus, nous ne nous limitons pas à une approche théorique, étant donné la nature complexe de l'objet de notre analyse. L'objectif de l'analyse était essentiellement qualitative. Les résultats que nous avons obtenus, ils ont confirmé notre hypothèse. En ce qui concerne le fait que la plupart des étudiants volontaires réussissent à élaborer des textes argumentatifs, en mobilisant diverses ressources structurelles et discursives, il est clair que cela est dû : aux titres, pour la plupart, d'un genre suggestif et correctement argumentatif; la division appropriée des paragraphes; la présence de différents blocs de texte (introduction, développement et conclusion), même dans les textes qui n’ont pas été correctement répartis en paragraphes; la présence d'une thèse à défendre. En ce qui concerne les limitations à surmonter, nous trouvons qui ceux-ci sont liés à l'organisation d'arguments, puisque la plupart des volontaires construisent des arguments avec la norme minimale (étant donné la justification et la conclusion), en faisant attention à l'esprit de la faible occurrence de soutien et de réfutation aux arguments. Cette dernière constatation est conforme aux conclusions relatives à la position critique, qui est discursivement construit à partir de la position du verbeaxiologique qui est supposé devant hétéroglossie. Le sujet prend un point de vue, car il effectue deux grands mouvements d'évaluation dialogique: assimilation et d’éloignement de la parole des autres. Dans le corpus analysé, il a dominé l'assimilation des discours d'autres personnes, en ayant comme principale stratégie d’intégration des voix sans la délimitation des énonciations non apparentées. Les auteurs, qui en prenant ce discours de l’autre, les transforment en sa propre voix. Nous avons constaté que, plus il y a l’éloignement, plus explicité devient la responsabilité de ce qui parle, et plus grande l’assimilation devient, moins clair sont les frontières entre le discours du sujet qui porte la parole et le discours d’autre. / São inúmeras as situações sociais em que os sujeitos precisam assumir um posicionamento, emitir uma opinião, apresentar justificativas que legitimem a tese defendida e/ou refutar opiniões contrárias. Ou seja, na vida social, frequentemente, somos convocados à prática discursiva da argumentação, que pode ser definida como uma atividade social de natureza fundamentalmente dialógica. A argumentação escrita exerce papel crucial para a inserção dos jovens nas práticas sociocomunicativas desenvolvidas pela sociedade atual. Considerando esse papel, a pesquisa que gerou esta tese se propôs a analisar dissertações argumentativas produzidas por estudantes concluintes do Ensino Médio, averiguando quais são os recursos de caráter estrutural e discursivo de que se valem os alunos para redigir o texto dissertativo-argumentativo. A hipótese que norteou a pesquisa foi a de que os estudantes conseguem construir textos argumentativos, mobilizando variados recursos estruturais e discursivos. No entanto, apesar disso, as dissertações argumentativas produzidas precisam superar certas limitações decorrentes do padrão argumentativo empregado, que carece de estratégias mais sofisticadas. Com base nessa hipótese, estabelecemos, como objetivo geral, analisar a construção da argumentação em textos escritos produzidos por 30 (trinta) estudantes concluintes do Ensino Médio, averiguando quais são os recursos de caráter estrutural e discursivo de que se valem os alunos para sustentar a defesa de um ponto de vista. Como base teórica, valemo-nos dos trabalhos de Anscombre e Ducrot (1994), Aristóteles (s.d.), Bakhtin (1988, 1997, 2002), Bunzen (2006), Ducrot (1990, 2009), Marcuschi (1983, 1986, 2002, 2008), Platin (2005), Perelman e Olbrechts-Tyteca (2005), Reinaldo (2001), Toulmin (2006), Van Dijk (1989, 2010), entre outros autores. Como é possível constatar pelos autores anteriormente citados, não nos restringimos a um enfoque teórico, dada a natureza complexa do nosso objeto de análise. O enfoque da análise foi predominantemente qualitativo. Os resultados a que chegamos confirmam nossa hipótese. No que diz respeito ao fato de a maioria dos estudantes voluntários conseguirem construir textos argumentativos, mobilizando variados recursos estruturais e discursivos, percebe-se que isso se deve aos seguintes aspectos: os títulos, em sua maioria, dos tipos sugestivos e propriamente argumentativos; a adequada divisão dos parágrafos; a presença de distintos blocos textuais (introdução, desenvolvimento e conclusão), mesmo nos textos que não foram corretamente divididos em parágrafos; a presença de uma tese a ser defendida. Já no que diz respeito às limitações a serem superadas, verificamos que estas estão ligadas à organização dos argumentos, uma vez que a maioria dos voluntários constrói os argumentos com padrão mínimo (dado, justificativa e conclusão), tendo-nos chamado à atenção a baixa ocorrência de uso de apoio e de refutação nos argumentos. Essa última constatação se coaduna com os achados em relação ao posicionamento crítico, que é discursivamente construído por meio da posição verbo-axiológica que se assume frente à heteroglossia. O sujeito assume um ponto de vista, à medida que realiza dois grandes movimentos dialógico-valorativos: a assimilação e o afastamento do discurso alheio. No corpus analisado, predominou a assimilação de discursos de outrem, tendo como principal estratégia a incorporação de vozes, sem a delimitação de dizeres alheios. Os autores que incorporam o dizer alheio o transformam em sua própria voz, em função de seu posicionamento crítico. Constatamos que, quanto maior o afastamento, mais explícita se torna a responsabilidade de quem enunciou, e quanto maior a assimilação, menos nítidas se tornam as fronteiras entre o discurso do sujeito enunciador e o discurso de outrem.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper seeks to answer the relevance of video as an educational resource to collaborate with the educational activities of the Portuguese-speaking teachers aimed at raising writing skills of elementary school students, to do this we thought about the continuing education of teachers regarding the acquisition of new knowledge about the produced studies on reading and writing, the theory of textual genres and systematize practices (didactic sequences). In the first part of the work we use literature to discuss the concepts involved in teacher education and consequently on student learning. After discussing the concept of textual production, we anchored in the theory of genres presented by Marcuschi (2005, 2008, 2011) to reflect on language and social function of genres. To support the work of teachers we prepared a didactic sequence based on Cosson (2014) in which we present systematic activities to promote the written memories of narratives. In the second part we used qualitative research and we use the video for teachers of Indiaroba/SE on the issues studied. The audiovisual material was evaluated by five guest professors and the observations were gathered from a questionnaire that served as collection instrument. The information provided by respondents yield sufficient data to allow us to claim the video is an important support for teacher education. So we can say that the research reached its goal of producing and testing an instrument that we hope to encourage other teachers use it for the sake of expanding their knowledge and improved text production practices in basic education. / Este trabalho busca responder qual a relevância do vídeo como recurso educacional para colaborar com as ações pedagógicas dos professores de língua portuguesa que visam ampliar a capacidade de escrita dos estudantes do ensino fundamental, para isso refletimos sobre a formação continuada do professor no tocante a aquisição de novos conhecimentos acerca dos estudos produzidos sobre leitura e escrita, a teoria dos gêneros textuais e práticas de sistematização (sequências didáticas). Na primeira parte do trabalho, utilizamos pesquisa bibliográfica para discutir conceitos implicados na formação do professor e, consequentemente, na aprendizagem dos estudantes. Após discutir o conceito de produção textual, nos ancoramos na teoria dos gêneros textuais apresentada por Marcuschi (2005, 2008, 2011) para refletir sobre linguagem e a função social dos gêneros. Para subsidiar o trabalho do professor, elaboramos uma sequência didática com base nas orientações de Cosson (2014) por meio da qual apresentamos atividades sistematizadas para promover a escrita de narrativas de memórias. Na segunda parte, utilizamos a pesquisa qualitativa e desenvolvemos um vídeo para formar professores da rede municipal de Indiaroba/SE em relação aos temas estudados. O material audiovisual foi avaliado por cinco professores convidados, e as observações foram reunidas a partir de um questionário que serviu como instrumento de coleta. As informações oferecidas pelos entrevistados forneceram dados suficientes que nos permitem afirmar ser o vídeo um importante suporte para a formação do professor. Assim, podemos dizer que a pesquisa atingiu seu objetivo de produzir e testar um instrumental que esperamos incentivar outros professores a usá-lo em prol da ampliação de seus conhecimentos e da melhoria das práticas de produção textual na educação básica.

Orientador: Rony Farto Pereira / Banca: Edina Regina Pugas Panichi / Banca: Maria Jose de Toledo Gomes / Banca: Jeane Mari Sant'Ana Spera / Banca: Odilon Helou Fleury Curado / Resumo: Esta pesquisa tem por objetivo investigar a textualização das produções dissertativas escritas na escola, de concluintes do Ensino Médio e ingressantes no Ensino Superior. Pretende, portanto, estudar suas dimensões textuais e discursivas, detectando recorrências a partir das características típicas desse discurso para, então, indexarmo-las em um gênero textual. Em outros termos, esta pesquisa pretende caracterizar a dissertação escolar como uma das práticas efetivas de linguagem na escola e, por conseguinte, legitimá-la como um gênero discursivo. O tratamento das práticas de produção do texto dissertativo a partir da perspectiva do gênero elimina a artificialidade, até então peculiar a essa prática, e leva o aluno ao seu domínio, já que o gênero é objeto concreto de ensinoaprendizagem por estar diretamente relacionado com uma situação de comunicação autêntica. Como esta pesquisa qualifica o texto dissertativo escolar como a materialização de um gênero específico da esfera de comunicação escolar, pretende, ainda, servir como um ponto de partida e instrumento para proporcionar aos professores de língua portuguesa a elaboração de propostas metodológicas para o ensino da dissertação escolar como um gênero. Dessa forma, tais propostas visam a propiciar efetivamente a flutuação do gênero dissertativo escolar que existe na escola, hoje, para aquele gênero dissertativo escolar aceito e reconhecido socialmente, conforme as habilidades e competências previstas para o ensino Médio, as quais são definidas pelos teóricos e disseminadas nos documentos oficiais da Instituição Escola. / Abstract: This research has as objective to investigate the textualization of written argumentative essays of students who have finished Secondary School Education and have just started Higher Education. Thus, it intends to study such written compositions in their textual and discursive dimensions, observing recurrences of some typical characteristics of this discourse so that it can be possible to index them in a textual genre. In other words, this research intends to characterize the argumentative school essay as one of the effective language practices at school and, accordingly, define them as a discourse genre. The treatment of the text production practices from the genre perspective eliminates the artificiality, peculiar to this practice, and leads the student to its mastery, since the genre is a concrete object of the teaching and learning process and is directly related to an authentic communicative situation. As this study qualifies the school argumentative essay as the materialization of a specific genre of the school communication sphere, it still intends to work as a starting-point and an instrument to provide to teachers of Portuguese the creation of methodological proposals to the teaching of the school essay as a genre. So, such proposals aim to provide effectively the fluctuation from a non-standard school genre that exists at school nowadays to a standard school genre that is socially accepted and recognized according to the abilities and competences established to the Secondary School Education, defined by the theoreticians and spread by the official documents to the School Institution. / Doutor

A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004). / The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper seeks to answer the relevance of video as an educational resource to collaborate with the educational activities of the Portuguese-speaking teachers aimed at raising writing skills of elementary school students, to do this we thought about the continuing education of teachers regarding the acquisition of new knowledge about the produced studies on reading and writing, the theory of textual genres and systematize practices (didactic sequences). In the first part of the work we use literature to discuss the concepts involved in teacher education and consequently on student learning. After discussing the concept of textual production, we anchored in the theory of genres presented by Marcuschi (2005, 2008, 2011) to reflect on language and social function of genres. To support the work of teachers we prepared a didactic sequence based on Cosson (2014) in which we present systematic activities to promote the written memories of narratives. In the second part we used qualitative research and we use the video for teachers of Indiaroba/SE on the issues studied. The audiovisual material was evaluated by five guest professors and the observations were gathered from a questionnaire that served as collection instrument. The information provided by respondents yield sufficient data to allow us to claim the video is an important support for teacher education. So we can say that the research reached its goal of producing and testing an instrument that we hope to encourage other teachers use it for the sake of expanding their knowledge and improved text production practices in basic education. / Este trabalho busca responder qual a relevância do vídeo como recurso educacional para colaborar com as ações pedagógicas dos professores de língua portuguesa que visam ampliar a capacidade de escrita dos estudantes do ensino fundamental, para isso refletimos sobre a formação continuada do professor no tocante a aquisição de novos conhecimentos acerca dos estudos produzidos sobre leitura e escrita, a teoria dos gêneros textuais e práticas de sistematização (sequências didáticas). Na primeira parte do trabalho, utilizamos pesquisa bibliográfica para discutir conceitos implicados na formação do professor e, consequentemente, na aprendizagem dos estudantes. Após discutir o conceito de produção textual, nos ancoramos na teoria dos gêneros textuais apresentada por Marcuschi (2005, 2008, 2011) para refletir sobre linguagem e a função social dos gêneros. Para subsidiar o trabalho do professor, elaboramos uma sequência didática com base nas orientações de Cosson (2014) por meio da qual apresentamos atividades sistematizadas para promover a escrita de narrativas de memórias. Na segunda parte, utilizamos a pesquisa qualitativa e desenvolvemos um vídeo para formar professores da rede municipal de Indiaroba/SE em relação aos temas estudados. O material audiovisual foi avaliado por cinco professores convidados, e as observações foram reunidas a partir de um questionário que serviu como instrumento de coleta. As informações oferecidas pelos entrevistados forneceram dados suficientes que nos permitem afirmar ser o vídeo um importante suporte para a formação do professor. Assim, podemos dizer que a pesquisa atingiu seu objetivo de produzir e testar um instrumental que esperamos incentivar outros professores a usá-lo em prol da ampliação de seus conhecimentos e da melhoria das práticas de produção textual na educação básica.

This thesis is basically an exegetical work investigating the Abraham narrative (Gen 11:27-25:11) in Genesis in a sense of a text-centered approach, which aims to the Sitz im Text not to reconstruct the early Sitz im Leben of the narrative. In other words, this study seeks primarily to interpret the final form of the narrative as the locus of revelation. Taking the adages ‘no text is an island,’ ‘let the text speak for itself’ as its point of departure, this study focuses on the question how the individual episodes in the Abraham narrative are played by texts in Genesis and in the larger literary units in the Pentateuch. In this vein, the work examines the narrative through careful attention to literary and rhetorical features such as narrative structure, recurring themes and motifs, allusion (or foreshadowing), wordplays, points of view, plot, and characterization by attempting to analyze and describe its structure and the semantics of the arrangement of source material in the pericope of the narrative. For it is believed that the literary tools used by the author (or the final composer) to establish continuity and link various constituent parts together in a unified literary composition. Seen within such a context, two methodological approaches in this study will be offered promise for discovering possible the narrative function of the Abraham cycle: intertextuality and the composition criticism. The former provides the compositional tactics mapped out by the author (or the final composer) for the recognition of narrative literary context of the Abraham narrative within the macro-structure and the micro-structure of the Pentateuch. While, the latter asks the right questions to discover textual correlations between the narrative and the rest of texts in Genesis and in the Pentateuch. As a result, this approach to the narrative reveals a distinct compositional strategy, which is to convey the author’s (or the final composer’s) theological considerations clearly and persuasively. Methodological peculiarities for reading the Abraham narrative are considered in chapter 1. Chapter 2 is to examine in detail of the inner literary arrangement of the Abraham narrative in the narrative frame of Genesis and the Pentateuch. It is followed by a discussion of the inner textual integrity of logic, and syntax of the narrative in chapter 3. The intertextual relationships between the pericope and the remaining texts in the Pentateuch will be explored by syntactically examining of the texts at semantic and thematic level. The theological considerations of the narrative proceed by these scrutinized intra/inter-textual examination of the texts. The final chapter, chapter 5, summarizes some of the advantages of applying the method to the narrative and some exegetical suggestions in terms of pre-critical angle. Please cite as follows: Hong, KS 2007, An exegetical reading of the Abraham narrative in Genesis : semantic, textuality and theology, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd- etd-05262008-155326> / Thesis (PHD)--University of Pretoria, 2009. / Old Testament Studies / unrestricted

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-01-04T13:39:20Z No. of bitstreams: 1 Ednaldo_Gomes_da _Silva.pdf: 3262906 bytes, checksum: cf0a1d9ed8ab22607d145199f87306ee (MD5) / Made available in DSpace on 2018-01-04T13:39:20Z (GMT). No. of bitstreams: 1 Ednaldo_Gomes_da _Silva.pdf: 3262906 bytes, checksum: cf0a1d9ed8ab22607d145199f87306ee (MD5) Previous issue date: 2017-03-09 / This paper is proposed to investigate the Digital Educational Objects, in the written text production axis, from the textbooks of Portuguese Language, and their contribution to the digital literacy. For this, we intend to feature the Digital Educational Objetcs – DEOs, identify and select written text production proposes and analyze them according to the National Curricular Parameters and the PNDL 2016 announcement that rules the insertion of the Digital Educational Objects into the textbook of Portuguese Language. According to Caiado and Gomes (2016), the Digital Educational Objects are technological tools that are integrated to the textbook in order to promote an interaction among students, contents and the textbook. This way, the teaching materials that arise in order to make the activities more interactive are learning objects developed and used in the digital environment, being, this way, necessarily a digital resource. The relevance of this research consists in the approach made of the Digital Educational Objects showing its impact in the teaching-learning process, besides analyzing the proposal of written text production activities on these digital educational objects. Therefore, this research has as theoretical contribution discussions: the textual linguistics represented by Marcuschi (2008) and Koch (2002), about Literacy in the vision of Soares (2004) and Kleiman (1995), Multiple literacy from Rojo (2009) and Street (2007), digital literacy from Xavier (2002) and the Digital Educational Objects from Leffa (2006), Wiley (2006) and Caiado (2006). The methodology will be done in a qualitative approach, because there will be an analyses of some interviews accomplished with three teachers, proposes of written text production found in the Digital Educational Objects from the Portuguese Language collection from the Elementary School. The final results demonstrate that the Digital Educational Objects are still too fragile to develop the Digital Literacy social practices when related to the proposal of written texts production, because they are too simple and present no complexity that requires some student's learning, and the student don't feel motivated to accomplish the activities. / Esta pesquisa propõe-se investigar os Objetos Educacionais Digitais, no eixo da produção de textos escritos, dos livros didáticos de língua portuguesa, e suas contribuições para o letramento digital. Para isso, pretendemos caracterizar os Objetos Educacionais Digitais – OEDs, identificar e selecionar propostas de produção de textos escritos nos OEDs e analisá-las de acordo com o que propõem os Parâmetros Curriculares Nacionais (PCNs) e o próprio edital PNLD 2016 que normatiza a introdução dos objetos educacionais digitais no livro didático de Língua Portuguesa. Segundo Caiado e Gomes (2016), os OEDs são instrumentos tecnológicos que se integram ao livro didático com o intuito de promover uma interação entre alunos, conteúdos e o livro didático. Portanto, materiais didáticos que surgem com a intenção de deixar as atividades mais interativas e, como tal, são objetos de aprendizagem desenvolvidos e utilizados em meio digital, sendo necessariamente um recurso digital. A relevância deste trabalho consiste na abordagem que se faz dos objetos educacionais digitais mostrando o seu impacto no processo de ensino-aprendizagem, além de analisar as propostas de atividades de produção de textos escritos nesses objetos educacionais digitais. Dessa forma, esta pesquisa tem como aporte teórico discussões: à luz da Linguística textual representada por Marcuschi - (2008) e Koch (2002), sobre Letramento na visão de Soares (2004) e Kleiman (1995), Letramentos múltiplos a partir de Rojo (2009) e Street (2007), Letramento digital por parte de Xavier (2002) e os OEDs a partir de Leffa (2006), Wiley (2006), Caiado (2016). A metodologia abrange uma abordagem qualitativa, pois serão analisadas as entrevistas realizadas com três professoras pesquisadoras e as propostas de produção de textos escritos encontradas nos objetos educacionais digitais, das coleções de Língua Portuguesa do Ensino Fundamental. Os resultados finais apontam que os objetos educacionais digitais ainda são muito frágeis para desenvolver práticas sociais de letramento digital nas propostas de produção de textos escritos, pois eles são muito simples e não apresentam nenhuma complexidade que exija uma aprendizagem do aluno, que, por sua vez, não se sente motivado para a realização das atividades.

Dagligen möter eleverna multimodala texter både i skolan och på fritiden. Digitaliseringen har medfört en förändring i hur texter läses och produceras. Dessutom bidrar digitaliseringen till både möjligheter och svårigheter för såväl lärare som elever. Syftet med den här studien är att ta reda på hur lärare och elever arbetar med multimodalt berättande texter i svenskundervisningen i årskurs 1-3 samt vilka möjligheter och svårigheter som finns i arbetet. Lärares och elevers syn på arbetet med multimodalt berättande texter kommer även att jämföras med varandra. Studien utgår från ett sociokulturellt perspektiv då de multimodalt berättande texterna skapas i ett socialt sammanhang. Metoden som används för att samla in material är intervju, lärarna intervjuas personligen och eleverna intervjas i grupp. Resultaten i studien visar att skrift och bild är de modaliteter som används mest. Årskurserna arbetar på lite olika sätt men samtliga lärare använder bilder som stöd för att förstärka elevernas förståelse. Digitala verktyg används flitigt i svenskundervisningen, projektor används vid genomgångar och redovisningar, datorer används som sökmotor och att producera text på och iPads används på samma sätt som datorn men även till att spela in ljud och film. Lärarna planerar vad eleverna ska göra medan eleverna får planera vad de vill skriva om. Men det är inte alltid så lätt att komma på vad de ska skriva om. Lärarna upplever att många elever har brist på fantasi vilket även eleverna själva lägger märke till. / On a daily basis, students encounter multimodal texts both at school and at leisure. Digitization has led to a change in how texts are read and produced. In addition, digitization contributes to both opportunities and difficulties for both teachers and pupils. The purpose of this study is to find out how teachers and students work with multimodal narrative texts in the Swedish subject in grades 1—3 and what opportunities and difficulties exist in the work. Teachers´ and pupils' opinion on the work with multimodal narrative texts will also be compared with each other.  The study is based on a sociocultural perspective which considers the multimodal narratives as constructs in a social context. To collect material to my study I use the method interview, the teachers are personally interviewed and the students are interviewed in groups. The results of the study showes that writing and image are the most common modalities. The grades work in slightly different ways, but all teachers use pictures to support students' understanding. Digital tools are used extensively in Swedish teaching, projectors are used in reviews and reports, computers are used as search engines and to produce text on, and iPads are used in the same way as the computer but also to record audio and film. Teachers plan what students should do while students plan what they want to write about. But it's not always easy to figure out what to write about. The teachers feel that many students have a lack of imagination which the students themselves notice.

In dieser Studie wurde eine auf eigenständiges Schreiben beruhende Lernmethode im Rahmen einer quasiexperimentellen Studie im Themengebiet Akustik im 11. Jahrgang des Gymnasiums eingesetzt. Aus den vorliegenden lernpsychologischen Grundlagen und didaktischen Erkenntnissen wird eine auf selbstständiges Schreiben beruhende Lernmethode und ein Modell für die Textproduktion für den Einsatz im Physikunterricht entwickelt. Die Intervention, die in der sieben Schulstunden umfassenden Lerneinheit durchgeführt wurde, bestand aus einer vorhergehenden kurzen Einführung in das Schreiben von Texten zu physikalischen Fragestellungen und dem anschließenden Einsatz von speziellen Schreibaufgaben, die in dem herkömmlichen Physikunterricht eingebettet wurden. Der Unterricht zur Akustik in der Interventions- und einer Vergleichsgruppe hatte den selben zeitlichen Umfang und war überwiegend identisch, da die gleiche Grobplanung des Unterrichts und die gleichen Lernziele vorlagen. An der Studie nahmen vier Kurse, zwei davon in der Interventionsgruppe und zwei in der Vergleichsgruppe, teil. Insgesamt konnten 47 Schülerinnen und Schüler in der statistischen Auswertung berücksichtigt werden. Unter Verwendung von Vortests, direkten und verzögerten Nachtests, und dem Vergleich der Interventions- mit der Vergleichsgruppe, wurde der Lernerfolg durch das eigenständige Schreiben untersucht. Als Kontrollvariable wurde der vorhandene allgemeine Wortschatz erhoben. Am Ende der Studie wurde außerdem mit Hilfe eines Fragebogens in der Interventionsgruppe die Einstellung zu der Schreib-Lernmethode erhoben. Die Studie zeigt, dass der Einsatz der Schreib-Lernmethode im Physikunterricht auch in einem nur begrenzten Zeitraum nach einer kurzen Einführung (eine Schulstunde) in die Thematik des Erstellens von Texten mit physikalischen Inhalten möglich ist. Die Auswertung zeigt, dass die Schülerinnen und Schüler durch das in den traditionellen Unterricht eingebettete selbstständige Schreiben von Texten zu physikalischen Fragestellungen Faktenwissen und Fähigkeiten zum Auslesen und Interpretieren von Diagrammen ebenso wie bei rein traditionellen Lernmethoden erwerben und festigen. Somit bereichert das selbstständige Produzieren von Physik-Texten die Methodenvielfalt des Physikunterrichts. Zusätzlich zu dem physikalischen Fachwissen lernen die Schülerinnen und Schüler durch die Schreib-Lernmethode physikalische Sachverhalte zu versprachlichen und in Kontexte einzubinden. Der statistisch signifikante Effekt bei dieser Fähigkeit ist im mittleren Bereich. Es zeigt sich eine deutliche Abhängigkeit der Fähigkeit, physikalische Sachverhalte zu versprachlichen, vom vorhandenen physikalischen Fachwissen. Zum allgemeinen Wortschatz besteht ein geringer Zusammenhang. Da kein Zusammenhang zwischen der Fähigkeit, die Fachsprache korrekt zu verwenden und der Fähigkeit zum eigenständigen Versprachlichen von physikalischen Sachverhalten festgestellt werden konnte, scheinen sich diese beiden Arten der Versprachlichung hinsichtlich der involvierten Kompetenzen zu unterscheiden. Das vorgestellte Modell für die Textproduktion wurde insgesamt von den Schülerinnen und Schülern, und besonders von denen mit einer geringen Selbsteinschätzung ihrer Fähigkeiten zum Schreiben von Physik-Texten, als hilfreich eingestuft und kann daher für den Einsatz im Physikunterricht empfohlen werden.

I den här avhandlingen studeras Europeiska kommissionens kommunikativa praktiker i ljuset av de pressmeddelanden som dagligen distribueras till världens största presskår i Bryssel, men också via internet till andra journalister och allmänheten. Övergripande syften med avhandlingen är att beskriva textproduktionen i denna en av världens största textproducenter och att lyfta fram den, hittills förvånansvärt osynliga, språkliga dimensionen av kommissionens kommunikation. Avhandlingen tar avstamp i ett dialogiskt perspektiv på kommunikation, där kommunikation förstås som en dynamisk process i vilken människor (sam)agerar i ett givet sammanhang. Avgörande blir således att se pressmeddelandena som en del av den produktions- och distributionskontext de ingår i, både på lokal nivå och på en mer övergripande institutionell nivå. Empiriskt bygger avhandlingen på fältstudier vid Europeiska kommissionen och textanalyser av pressmeddelanden från kommissionen och från franska och svenska departement. Pressmeddelandena studeras både som process och produkt: formuleringsprocesser å ena sidan och textmönster och tempusbruk å den andra. Som ett exempel detaljstuderas produktionen av två pressmeddelanden mot bakgrund av skribenternas förklaringar och motiveringar till sina ändringar. Med sin unika inblick i hur ett pressmeddelande blir till steg för steg och av olika aktörer utgör denna del ett viktigt bidrag till forskningen om pressmeddelanden, som först på senare år blivit mer processinriktad. De olika delstudierna ger alla vid handen att kommissionen, enkelt uttryckt, måste arbeta mer för att underbygga sin argumentation och för att göra sina initiativ mer begripliga, legitima och motiverade. Detta kan i stor utsträckning tillskrivas den mer komplicerade kommunikationssituationen som gäller för kommissionen i förhållande till de nationella departement som är jämförelsematerial i studien. / The thesis investigates the European Commission’s communicative practices in the light of the press releases that are distributed daily to the world’s largest press corps in Brussels and on the Internet to other journalists and the general public. The overall aim of the thesis is to describe the text production of one of the largest text producers in the world and to highlight the linguistic dimensions of the Commission’s communicative practices, which until now have received little scholarly attention. The study adopts a dialogical perspective on communication, where communication is understood as a dynamic process in which people interact in a given context. This means that the press releases are seen as parts of the production and distribution context in which they are embedded, both on a local level and on a more general institutional level. The empirical data on which the study is based comprise field studies at the European Commission and text analyses of press releases issued by the Commission and French and Swedish ministries. The press releases are analysed on different linguistic levels, text pattern and the use of tense, on the one hand, and composition processes on the other. As an example, the production of two press releases is studied in detail, in view of the authors’ comments to and motivations for changes to the texts. With its unique insight into how a press release is drafted step by step and by the different parties involved this part of the thesis is an important contribution to research on press releases, which only recently has become more oriented towards the production process. The results of the analyses highlight the fact that the Commission, to a greater extent than the national ministries, must substantiate its argumentation and make its initiatives more comprehensible, legitimate, and motivated. This finding may be ascribed to the more complex communication situation of the Commission, compared to the national ministries, which served as material for comparison in the study.