Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study examined the effect of language typically used on social network sites such as Facebook (referred to here as “Facebook-speak”) on the written academic work of a selected group of high school learners. The general aims of the study were to determine the prevalence of access to Facebook and thus of exposure to Facebook-speak amongst high school learners, and to establish whether any evidence of Facebook-speak features are identified in the written academic work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class region in the Western Cape participated in the study. The participants included 44 Afrikaans medium learners and 44 English medium learners of which 51 were in grade 8 and 37 were in grade 9. Questionnaires were completed by the learner participants to determine frequency and volume of Facebook use and self-reported recognition of features of Facebook-speak. Learners also completed a written exercise attached to the questionnaires for the purposes of discovering what counts as Facebook-speak features. The specific features the study anticipated were (deliberate) spelling errors, unconventional punctuation features, over-punctuation, the exclusion of functional words, the excessive use of abbreviations and acronyms and the incorporation of emoticons in written academic work. Additional features identified were the nonconventional use of tenses and sentence structure. The study hypothesised that high exposure to Facebook-speak and limited exposure to formal academic writing have an effect on the academic work of the learners. I considered a claim that the effects of Facebook-speak would be traceable in the schoolwork of the learners. The study therefore compared the actual academic marks the learner participants achieved in one semester for two of their subjects, namely their First Additional Language and History, and related these marks to questionnaire data. I assumed that in the language subject there would be more attention to aspects of grammar and writing, so that the effects of Facebook-speak were more likely to be seen in their History – and also reflected in their marks, i.e. I assumed weak writing skills would be more evident in History than in a language subject, and that weaker writing correlates with poorer marks. Five teacher participants from the same school also completed questionnaires regarding the visible features of Facebook-speak in the learners written work. They commented on new digital literacies and their impact on learners written academic work in an open-ended question put to them in the questionnaire. The results of the study indicate that learner-participants are ardent users of the social utility Facebook and that socio- economic and racial variables do not factor significantly into Facebook accessibility. The learners believe that Facebook does not have any negative impact on their History work. The data I worked with pointed to the contrary. The History marks were in fact lower than the First Additional marks across both grades and all the classes. This could be attributed (at least in part) to a lack of dedicated attention to grammaticality and writing style in the History classroom and an emphasis on factual correctness instead. Although they did not believe Facebook-interaction translated into weaker marks, almost half of the learners stated that Facebook does indeed have an impact on their written work. In considering the possible relation between Facebook-speak and academic performance, the study found that the Afrikaans L1 learners achieved lower marks in both their First Additional language (their L2) and History in comparison to the English L1 learners using the same measures. This possibly indicates not only high exposure to Facebook-speak, but also limited exposure to standardised forms of Afrikaans as it is used in other genres. The written exercise completed by the learners accounted for the majority of data that substantiated the hypothesis that Facebook-speak impacts the written academic work of learners at school. The Afrikaans medium learners scored weaker marks than the English medium participants. The overall non-formal language features were significantly more in the exercises written by Afrikaans medium learners. The abundance of non-formal language features represented in the learner participants’ written work can be related to any of a number of variables. Negative perceptions among teachers and learners regarding multimodalities and digital literacies do not allow the development of curricula or learning materials which integrate such new literacies in the learning process. The reality that learners’ world is one where digital communication and short messaging is likely to increase rather than disappear, obliges a search for effective ways of incorporating such real world uses of language into educational structures in a thorough and integrative way. Until tried and tested methods have been achieved, traditional literacies appear not to be developing, while the notion of new literacies is still on the backburner in South African schools. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die uitwerking van tipiese sosialenetwerk-taal soos die van Facebook (sogenaamde Facebook-speak) op die geskrewe akademiese werk van ‘n uitgesoekte groep hoërskoolleerders. Die Algemene oogmerk van die studie was om die heersende toegang tot Facebook en dus die blootstelling aan Facebook-speak van die leerders te bepaal en om vas te stel of daar getuienis van kenmerkende Facebook- speak in die geskrewe akadiemiese werk van hierdie leerders is. Agt-en-tagtig leerders van ‘n Engels-Afrikaans dubbelmediumskool in ‘n middelklas-omgewing in die Wes-Kaap het aan die studie deelgeneem. Die deelnemers het ingesluit 44 Afrikaansmedium-leerders en 44 Engelsmedium-leerders. Hiervan was 51 in graad 8 en 37 in graad 9. Die leerder-deelnemers het vraelyste voltooi om aan te toon wat die frekwensie en omvang van hul Facebook-gebruik was. Hulle eie herkenning van aspekte van Facebook- speak is ook getoets. ‘n Geskrewe oefening is by die vraelys aangeheg sodat die leerders self kon aandui wat hulle as kenmerke van Facebook- speak beskou. Die spesifieke kenmerke wat die studie voorsien het, was (doelbewuste) spelfoute, onkonvensionele punktuasie, oorpunktuasie, die uitsluiting van funksionele woorde, die oormatige gebruik van afkortings en akronieme en die insluiting van ikone vir emosies (sg “smileys”) in geskrewe akademiese werk. Bykomstige kenmerke wat geidentifiseer is, was die onkonvensionele gebruik van grammatikale tydsaanduidings en sinstruktuur. Die studie het veronderstel dat die hoë blootstelling aan Facebook- speak en die beperkte blootstelling aan formele akademiese skryfwerk ‘n uitwerking op die akademiese werk van leerders sou hê. ‘n Aanspraak dat die uitwerking van Facebook-spraak naspeurbaar in die skoolwerk van leerders sou wees, is ondersoek. Die studie het dus die werklike akademiese punte van die leerders in een semester in twee van hul vakke, naamlik Eerste Addisionele Taal, en Geskiedenis, in verband gebring met die vraelys-data. Die ondersoeker het veronderstel dat in die taalvak daar meer aandag aan aspekte van grammatika en skryfwerk gegee sou word, sodat die uitwerking van Facebook-speak in Geskiedenis meer waarskynlik merkbaar sou wees en dus ook uit hulle punte vir die onderskeie vakke sou blyk. Die veronderstelling was dat swak skryfvaardighede duideliker na vore sou kom in Geskiedenis as in ‘n taalvak, en dat swakker taalvaardighede met laer punte sou korreleer. Vyf onderwyser-deelnemers van dieselfde skool het ook ‘n vraelys voltooi oor die sigbare kenmerke van Facebook- speak in die leerders se geskrewe werk. In ‘n oopvraag-afdeling van die vraelys het hulle ook kommentaar gelewer oor digitale geletterdheid en die impak daarvan op leerders se geskrewe akademiese werk. Die studie laat blyk dat die leerder-deelnemers ywerige gebruikers van die Facebook-diens is en dat sosio-ekonomiese en rasse-veranderlikes geen beduidende rol speel in Facebook-toegang nie. Die leerders meen dat Facebook geen negatiewe uitwerking op hul Geskiedenis-werk het nie. Die data dui egter op die teendeel. Die Geskiedenispunte was inderdaad laer as die Eerste Addisionele Taal-punte vir beide graad-groepe en al die klasse. Dit kan dalk deels toegeskryf word aan ‘n gebrek aan doelgerigte aandag aan grammatikaliteit en skryfstyl in die Geskiedenis-klaskamers en ‘n groter klem op feitelike korrektheid. Ofskoon die leerders gemeen het hulle Facebook-interaksie lei nie tot swakker punte nie, het byna die helfte van hulle beweer dat Facebook inderdaad ‘n uitwerking op hulle geskrewe werk het. By die oorweging van die moontlike verhouding tussen Facebook-speak en akademiese prestasie, bevind die studie dat die Afrikaans L1-leerders laer punte gekry het in beide hul Eerste Addisionele Taal (hulle L2) en Geskiedenis vergeleke met die Engels L1-leerders. Dit dui moontlik op ‘n hoë blootstelling aan Facebook- speak onder die Afrikaanse leerders, maar ook beperkte blootstelling aan gestandaardiseerde vorme van Afrikaans soos dit voorkom in ander genres. Die geskrewe oefening het die meeste data opgelewer ter ondersteuning van die hipotese dat Facebook- speak ‘n uitwerking het op die geskrewe akademiese werk van skoolleerders. Die Afrikaansmedium-leerders het laer punte gekry as hulle Engelsmedium eweknieë. Die oorheersende nie-formele taalkenmerke was beduidend meer aanwesig in die oefeninge wat deur die Afrikaansmedium leerders geskryf is. Die oormaat nie-formele taalkenmerke wat in die leerder-deelnemers se geskrewe werk voorkom kan met verskeie veranderlikes in verband gestel word. Negatiewe persepsies onder onderwysers en leerders rakends multimodaliteit en digitale geletterdheid laat waarskynlik nie toe vir ontwikkeling van kurrikula of leermateriaal wat aansluit by nuwe geletterdheidsvorme in die leerproses nie. Die werklikheid dat die leerder in ‘n wêreld leef waar digitale kommunikasie en kortboodskap-flitse waarskynlik eerder gaan toeneem as gaan verdwyn, maak dit belangrik dat daar gesoek word na doeltreffende maniere waarop sulke gebruike van taal in die regte wêreld deeglik in die onderwysstrukture geintegreer sal word. Terwyl beproefde en bewese metodes nog buite bereik is en tradisionele geletterdheid skynbaar nie ontwikkel nie, lyk dit asof die idee van nuwe geletterdhede in Suid-Afrikaanse skole nog net toekomsmusiek is.

Este artículo presenta los resultados de un proyecto de investigación - acción realizado en 2012 con estudiantes del primer año en la carrera de ‘Estudios de la Educación’ en una Universidad de Inglaterra. La finalidad del proyecto fue explorar las mejores formas de apoyar las habilidades de redacción académica de los estudiantes. La revisión de la literatura identifica los desafíos que los estudiantes enfrentan al tratar de aprender el discurso de la disciplina; y a la luz de este análisis una reflexión de las fortalezas y debilidades de mi propia práctica provee el contexto para llevar a cabo una proyecto de investigación - acción. Los métodos de recolección de datos que se usaron para evaluar la intervención de enseñanza fueron: cuestionarios, entrevista semiestructurada con estudiantes, y análisis de contenido (retroalimentación) de los trabajos finales de los estudiantes. Los resultados de la investigación demuestran que las dificultades de redacción de los estudiantes están relacionadas con su esfuerzo por entender los conceptos especializados, teorías y métodos de la disciplina. / r.perez-del-aguila@londonmet.ac.uk / This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of a discipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline / Revisión por pares

A escrita é uma das evoluções mais significativas da humanidade desde a descoberta do fogo. Devido à importância indiscutível dela, principalmente no ambiente de aprendizagem, há muitas pesquisas delineadas para qualificá-la, mesmo com os avanços tecnológicos digitais que ampliaram o uso da linguagem, ainda encontramos muitos estudantes com dificuldades para escrever, expressar ou argumentar as suas ideias por meio do código escrito e respeitando a coerência. Sendo que essa dificuldade sofre um aumento significativo quando se trata da produção de um texto acadêmico científico no ensino superior, pois os acadêmicos encontram dificuldades para escrever a partir de critérios de análise textual, como por exemplo, o que poderá tornar um texto coerente ou não. Nesse sentido, as tecnologias digitais podem apoiar a qualificação desse processo. Diante da problemática apresentada, essa tese tem por objetivo compreender como uma ferramenta com base em mineração de texto pode apoiar os estudantes no processo de construção e avaliação da escrita acadêmica a partir de determinados critérios de análise textual. Para a organização dos procedimentos metodológicos foram escolhidas as abordagens qualitativas e quantitativas, assim como, o método de pesquisa quase-experimental e as técnicas de coleta utilizadas foram questionários e documentos. Para analisar os dados coletados foram aplicadas as técnicas de análise estatística descritiva e análise de conteúdo. O experimento se deu com 782 alunos, divididos em dois grupos para aplicação e comparação dos resultados por meio da avaliação às cegas de um grupo de professores selecionados. Alguns resultados são perceptíveis na trajetória da investigação, como por exemplo, as significativas contribuições do software Sobek integrado na ferramenta Seshat para identificar os critérios de análise textual que confirmam ou não a coerência na construção de um texto científico. / Writing is one of the most significant evolutions of mankind since the discovery of fire. Due to its undisputed importance, especially in the learning environment, there are many researches outlined to qualify it, even with the technological advances in digital technology that have expanded the use of language, we still find many students with difficulties to write, express or argue their ideas by The written code and respecting coherence. This difficulty suffers a significant increase when it comes to the production of a scientific academic text in higher education, since academics find it difficult to write from criteria of textual analysis, for example, what can make a text coherent or do not. In this sense, digital technologies can support the qualification of this process. In view of the problems presented, this paper aims to understand how a tool based on text mining can support students in the process of construction and evaluation of academic writing based on certain criteria of textual analysis. For the organization of the methodological procedures were chosen the qualitative and quantitative approaches, as well as the quasi-experimental research method and the collection techniques used were questionnaires and documents. To analyze the collected data, the techniques of descriptive statistical analysis and content analysis were applied. The experiment was carried out with 782 students, divided into two groups for application and comparison of the results through the blind evaluation of a group of selected teachers. However, some results are perceptible in the research trajectory, such as the significant contributions of the software Sobek integrated in the tool Seshat to identify the criteria of textual analysis that confirm or not the coherence in the construction of a scientific text.

The increasing interest in how stance is expressed specifically in academic writing in English has generated extensive research in the past decades. Focusing on the grammatical marking of stance, this comparative study investigates the use of stance adverbials by native (L1) and nonnative (L2) speakers of English in a corpus of student academic writing. The aim is to examine the most distinctive differences and similarities in the use of adverbial stance markers by each student group. The material comes from the British Academic Writing in English (BAWE) corpus, a collection of proficient writing by English L1 and L2 students from different firstlanguage backgrounds. Using quantitative methods and a semantically-based classification, the forms and types of stance adverbials most frequently used by the two student groups are identified and compared. The findings indicate that L1 students employ more adverbial stance markers overall, which contradicts results from previous research, but that both L1 and L2 students make use predominantly of a limited number of stance adverbials. The analysis of the most frequently used adverbials indicates underuse (e.g. perhaps) and overuse (e.g. kind of, mainly ) of specific markers on the part of the L2 group. The results partially invalidate the hypothesis tested that L2 students both rely on a narrower range of stance adverbials and employ them more frequently than L1 students.

A escrita é uma das evoluções mais significativas da humanidade desde a descoberta do fogo. Devido à importância indiscutível dela, principalmente no ambiente de aprendizagem, há muitas pesquisas delineadas para qualificá-la, mesmo com os avanços tecnológicos digitais que ampliaram o uso da linguagem, ainda encontramos muitos estudantes com dificuldades para escrever, expressar ou argumentar as suas ideias por meio do código escrito e respeitando a coerência. Sendo que essa dificuldade sofre um aumento significativo quando se trata da produção de um texto acadêmico científico no ensino superior, pois os acadêmicos encontram dificuldades para escrever a partir de critérios de análise textual, como por exemplo, o que poderá tornar um texto coerente ou não. Nesse sentido, as tecnologias digitais podem apoiar a qualificação desse processo. Diante da problemática apresentada, essa tese tem por objetivo compreender como uma ferramenta com base em mineração de texto pode apoiar os estudantes no processo de construção e avaliação da escrita acadêmica a partir de determinados critérios de análise textual. Para a organização dos procedimentos metodológicos foram escolhidas as abordagens qualitativas e quantitativas, assim como, o método de pesquisa quase-experimental e as técnicas de coleta utilizadas foram questionários e documentos. Para analisar os dados coletados foram aplicadas as técnicas de análise estatística descritiva e análise de conteúdo. O experimento se deu com 782 alunos, divididos em dois grupos para aplicação e comparação dos resultados por meio da avaliação às cegas de um grupo de professores selecionados. Alguns resultados são perceptíveis na trajetória da investigação, como por exemplo, as significativas contribuições do software Sobek integrado na ferramenta Seshat para identificar os critérios de análise textual que confirmam ou não a coerência na construção de um texto científico. / Writing is one of the most significant evolutions of mankind since the discovery of fire. Due to its undisputed importance, especially in the learning environment, there are many researches outlined to qualify it, even with the technological advances in digital technology that have expanded the use of language, we still find many students with difficulties to write, express or argue their ideas by The written code and respecting coherence. This difficulty suffers a significant increase when it comes to the production of a scientific academic text in higher education, since academics find it difficult to write from criteria of textual analysis, for example, what can make a text coherent or do not. In this sense, digital technologies can support the qualification of this process. In view of the problems presented, this paper aims to understand how a tool based on text mining can support students in the process of construction and evaluation of academic writing based on certain criteria of textual analysis. For the organization of the methodological procedures were chosen the qualitative and quantitative approaches, as well as the quasi-experimental research method and the collection techniques used were questionnaires and documents. To analyze the collected data, the techniques of descriptive statistical analysis and content analysis were applied. The experiment was carried out with 782 students, divided into two groups for application and comparison of the results through the blind evaluation of a group of selected teachers. However, some results are perceptible in the research trajectory, such as the significant contributions of the software Sobek integrated in the tool Seshat to identify the criteria of textual analysis that confirm or not the coherence in the construction of a scientific text.

Das coisas que acontecem quando se pesquisa em uma pósgraduação. Das dimensões ética, estética e política em produzir uma dissertação de mestrado ou tese de doutorado nos tempos atuais. Da construção de um atelier de escrita em um programa de pós-graduação em Psicologia Social e Institucional. Dos efeitos e registros de um escrever-com: com os participantes do atelier, com autores e autoras (acadêmicos e/ou não), com as bobagens, bibliotecas, músicas e literaturas. Dos risos e embrulhos de escrever em meio à vida. Dos ingredientes e modos de usar uma pesquisa. Dos efeitos coletivos de escrita a partir de 10 figuras disparadas por Roland Barthes: abandono, apneia, assinatura, bissemia, centro, círculo, embrulhado, prosa, tranquilidade, violência. Da escrita acadêmica como uma política da bolha: frágil, torpe, singular mas em constante movimento. / About what happens when you engage in academic research. About the ethical, aesthetic and political dimensions of writing a thesis on times like these. About creating a writing workshop in a Social and Institutional Psychology graduate program. About the effects and records of weiting-with. with the participants of the workshop, with the authors (academic and/or not), with the nonsense, libraries, musics, literatures. About the laughter and nausea of writing immerse in life. About the ingredients and ‘how-to use’s of a research. About the collective effects of writing from Roland Barthes’s 10 abandoned figures: abandon, apnea, bissemia, center, circle, crammed, prose, signature, tranquility, violence. About academic writing as a politics of the bubble: fragile, nasty, singular but in constant movement.

Submitted by Marcelo Castro (marcelocorreaecastro@gmail.com) on 2018-03-07T12:57:45Z No. of bitstreams: 1 ConferênciaTitularMarceloCorrreaeCastro6fev2018REVISADO.pdf: 312848 bytes, checksum: 4339e6c65e55aa67903370ee2392cadf (MD5) / Approved for entry into archive by Samantha Eunice de Miranda M. Pontes (samantha@sibi.ufrj.br) on 2018-03-07T17:26:59Z (GMT) No. of bitstreams: 1 ConferênciaTitularMarceloCorrreaeCastro6fev2018REVISADO.pdf: 312848 bytes, checksum: 4339e6c65e55aa67903370ee2392cadf (MD5) / Made available in DSpace on 2018-03-07T17:26:59Z (GMT). No. of bitstreams: 1 ConferênciaTitularMarceloCorrreaeCastro6fev2018REVISADO.pdf: 312848 bytes, checksum: 4339e6c65e55aa67903370ee2392cadf (MD5) Previous issue date: 2016-05-09 / Texto da Conferência apresentada para arguição, como parte do processo de promoção à classe de Professor Titular de Didática Especial e Prática de Ensino de Língua Portuguesa e Literaturas, no qual é abordada a escrita acadêmica na licenciatura em Pedagogia. Para tanto, está organizado em quatro partes. Na primeira, apresenta uma ressalva (ou provocação). Na segunda, discorre sobre aspectos da história do ensino da escrita, a partir dos anos 1960. Na terceira, trata dos fatores considerados centrais para situar o estado atual das ações direcionadas para o ensino-aprendizagem da escrita nos cursos universitários. E, na quarta, destaca os desafios que se apresentam para que as ações de formação na licenciatura em Pedagogia avancem em direção às questões apontadas na parte anterior. / Conference presented for argumentation, as part of the process of promotion to the Class of Full Professor and Specialized Teaching Practice of Portuguese Language and Literatures, in which the academic writing in the degree in Pedagogy is approached. To do so, it is organized into four parts. In the first, it presents a caveat (or provocation). In the second, it discusses aspects of the history of writing teaching, beginning in the 1960s. In the third, it addresses the factors considered central to situate the current state of actions directed to teaching-learning writing in university courses. And, in the fourth, highlights the challenges that are presented so that the actions of formation in the degree in Pedagogy advance towards the questions pointed out in the previous part.

Thesis (MTech (Faculty of Education))--Cape Peninsula University of Technology, 2008. / The impact of globalisation on the workplace demands that individuals must be prepared to respond to rapid technological and knowledge changes. While the courses offered by the various Universities of Technology take into account the role of the workplace, very little research exists on the impact of career-focussed programmes and how these meet or do not meet workplace requirements. This thesis discusses a research project conducted with Office Management and Technology students and compares the writing practices of higher education with those of related workplaces. The research problem that is investigated is this thesis is how students transfer knowledge, skills and attitudes learned in higher education to workplaces. In order to address this problem, the research was guided by the questions: 1) what are the business writing practices of 1st and 2nd year Communication students? 2) What are the business writing practices of office managers? 3) What are the ‘gaps’ in the business writing practices between higher education Office Management and Technology programmes and related workplaces? and 4) How can these gaps be addressed to ensure the adequate preparation of Office Management and Technology students for the workplaces of the future? This comparative study used both quantitative and qualitative methods and collected and produced documentary data, questionnaires, observations and interviews at both higher education and workplace sites. The findings show patterns of alignment and non-alignment across the writing practices of higher education and workplaces. Recommendations are made about the alignment of writing practices, for the mutual benefit of students and workplaces. The contribution of this research comprises a theoretical contribution to communication knowledge as well as a number of practical contributions to improve the way in which business writing is taught. A theoretical framework for the analysis and comparison of higher education and workplace communication data has been developed and a comparative study has shown the differences between higher education and workplace communication. Higher education and workplaces are different and their communication practices need to embody these significant differences. This study has shown where there can be constructive alignment between higher education and workplace communication practices to the benefit of both student learning and workplaces. The implementation of the recommendations should result in Office Management and Technology students being better prepared to face the demands and challenges of the different and complex world of the workplace into which they will enter on completion of their studies.

Acompanha: Caderno de sequência didática: Vozes na EJA / Esta pesquisa objetiva apresentar uma proposta de ensino interdisciplinar tomando por base aspectos da linguagem científica na Educação de Jovens e Adultos – EJA. Por meio de uma sequência didática organizada para uma intervenção pedagógica interdisciplinar, foi desenvolvida a temática “Vozes na EJA”, em que se trabalharam conteúdos das disciplinas de Ciências Naturais (os sentidos) e conteúdos da Língua Portuguesa (gênero textual relato de vivências), tendo em vista as estratégias sociocognitivas de processamento textual na aquisição e construção do conhecimento científico. Os objetos de análise foram textos orais e escritos, produzidos por educandos do ensino fundamental – anos finais da EJA, do período noturno de uma escola pública, localizada na periferia do município de Ponta Grossa – Paraná. Os sujeitos envolvidos são quatro educandas, com idades entre 20 e 50 anos. A investigação é realizada em duas instâncias: a análise do texto como global na construção do significado, por questões que norteiam a dimensão contextual; e, a análise do texto como local da construção de significados relacionados aos conceitos científicos, por questões que norteiam a dimensão cognitiva. Essa última instância auxilia as comparações com as atividades propostas ao longo do processo de aplicação da sequência didática. A abordagem metodológica da pesquisa é qualitativa, classificada como explicativa, a tipologia desse estudo é caracterizada como pesquisa-ação, tendo em vista que os resultados obtidos são decorrentes da aplicação da sequência didática em sala de aula, que geraram o objeto de análise para a essa investigação. Os resultados obtidos apontam que, quando as ações são planejadas estrategicamente pelo educador, podem possibilitar aos educandos a apropriação da linguagem científica na produção textual, permitindo a construção de sentidos. / This research has as its objective to present a proposal of interdisciplinary education based on aspects of the scientific language on EJA “Educação de Jovens e Adultos” (Youth and Adults Education). Through a didactic sequence organized for an interdisciplinary pedagogic intervention, the theme “Vozes na EJA” (Voices on EJA) was developed, on which it was worked contents from the disciplines of Natural Sciences (the senses) and contents of the Portuguese Language (existence report textual genre), in view of the socio-cognitive strategies of textual processing in the acquisition and building of the scientific knowledge. The objects analyzed were oral and written texts, produced by learners of an elementary school – latest years of EJA, evening period of a public school, located on the periphery area of Ponta Grossa – Paraná. The people involved are four learners, aged between 20 and 50 years old. The investigation happens in two moments: the analysis of the text as global in the building of the meaning, by questions that guide the contextual dimension; and the analysis of the text as the place of the development of the meanings related to the scientific concepts that guide the cognitive dimension. This last one helps the comparisons with the activities proposed throughout the process of didactic sequence application. The methodological approach of the research is qualitative, classified as explanatory, the typology of this study is characterized as an action-research, knowing that the results obtained are arising from the didactic sequence applied in the classroom, which generates the object of analyses for this investigation. The results obtained indicate that, when the actions are strategically planned by the teacher, it enables the learners to appropriate the scientific language on the textual production, allowing the building of senses.

Acompanha: Caderno de sequência didática: Vozes na EJA / Esta pesquisa objetiva apresentar uma proposta de ensino interdisciplinar tomando por base aspectos da linguagem científica na Educação de Jovens e Adultos – EJA. Por meio de uma sequência didática organizada para uma intervenção pedagógica interdisciplinar, foi desenvolvida a temática “Vozes na EJA”, em que se trabalharam conteúdos das disciplinas de Ciências Naturais (os sentidos) e conteúdos da Língua Portuguesa (gênero textual relato de vivências), tendo em vista as estratégias sociocognitivas de processamento textual na aquisição e construção do conhecimento científico. Os objetos de análise foram textos orais e escritos, produzidos por educandos do ensino fundamental – anos finais da EJA, do período noturno de uma escola pública, localizada na periferia do município de Ponta Grossa – Paraná. Os sujeitos envolvidos são quatro educandas, com idades entre 20 e 50 anos. A investigação é realizada em duas instâncias: a análise do texto como global na construção do significado, por questões que norteiam a dimensão contextual; e, a análise do texto como local da construção de significados relacionados aos conceitos científicos, por questões que norteiam a dimensão cognitiva. Essa última instância auxilia as comparações com as atividades propostas ao longo do processo de aplicação da sequência didática. A abordagem metodológica da pesquisa é qualitativa, classificada como explicativa, a tipologia desse estudo é caracterizada como pesquisa-ação, tendo em vista que os resultados obtidos são decorrentes da aplicação da sequência didática em sala de aula, que geraram o objeto de análise para a essa investigação. Os resultados obtidos apontam que, quando as ações são planejadas estrategicamente pelo educador, podem possibilitar aos educandos a apropriação da linguagem científica na produção textual, permitindo a construção de sentidos. / This research has as its objective to present a proposal of interdisciplinary education based on aspects of the scientific language on EJA “Educação de Jovens e Adultos” (Youth and Adults Education). Through a didactic sequence organized for an interdisciplinary pedagogic intervention, the theme “Vozes na EJA” (Voices on EJA) was developed, on which it was worked contents from the disciplines of Natural Sciences (the senses) and contents of the Portuguese Language (existence report textual genre), in view of the socio-cognitive strategies of textual processing in the acquisition and building of the scientific knowledge. The objects analyzed were oral and written texts, produced by learners of an elementary school – latest years of EJA, evening period of a public school, located on the periphery area of Ponta Grossa – Paraná. The people involved are four learners, aged between 20 and 50 years old. The investigation happens in two moments: the analysis of the text as global in the building of the meaning, by questions that guide the contextual dimension; and the analysis of the text as the place of the development of the meanings related to the scientific concepts that guide the cognitive dimension. This last one helps the comparisons with the activities proposed throughout the process of didactic sequence application. The methodological approach of the research is qualitative, classified as explanatory, the typology of this study is characterized as an action-research, knowing that the results obtained are arising from the didactic sequence applied in the classroom, which generates the object of analyses for this investigation. The results obtained indicate that, when the actions are strategically planned by the teacher, it enables the learners to appropriate the scientific language on the textual production, allowing the building of senses.