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Ensino de l?ngua portuguesa e g?neros textuais: para al?m dos par?metros curriculares nacionais ? uma experi?ncia poss?vel / Portuguese Language Teaching and Text Genre : Beyond the National Curriculum Parameters - An Experiment possibleGon?alves, Tatiana da Concei??o 28 April 2015 (has links)
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Previous issue date: 2015-04-28 / Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ / The teaching of Portuguese language applied by the contemporary teacher cannot be
dissociated from the guidance and influences of The National Curricular Parameters and from
the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of
Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from
didactical and pedagogical guidelines of teaching through textual genres, which crosses the
bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the
theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand
approaches that comprise the multimodal universe of various emerging communication forms,
which consolidates several sign systems that interweaves each other in order to establish
language uses, and thus the result of human relations expressed by ways of several languages.
This implies to mention literacy and multi-literacy, once multimodality is a constitutive
characteristic of social communicative forms, which are found in society in accordance with
technological development. Not only this emphasizes oral and written interactions, but also
includes every communicative technology. Once that new means of organization for academic
knowledge are created as a result of this context of continuous changes and that new means of
reading, interpreting and producing texts are constantly being produced, this paper presents
only those ones focused on the study of languages, which stimulates a didactic and
pedagogical transposition flexible to several cultural contexts. From this assumption, this
paper aims to present results from a research conducted on the program of post-degree in
Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the
knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The
Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking
school with a didactic and pedagogical practice rooted in the theory of genres , guided at first
by the National Curriculum Standards , can help pluridiscursivo language learning , going
beyond what is proposed and waiting for this document , achieving citizenship education
linked to the context of technological change , in which different genres emerge as the
sociocomunicativa needs of individuals in situations of social interaction / O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode
prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos
postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de
Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a
partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais
perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem
como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar
compreender abordagens que abranjam o universo multimodal das distintas formas
comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica
referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a
multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que
circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se
que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos
conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens,
os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais
diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler,
interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo
principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s-
Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o,
Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar
que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria
dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode
favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por
esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es
tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa
dos indiv?duos nas situa??es de intera??o social
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Sobre poesia visual: aprenent a llegir davant les líniesMasgrau Juanola, Mariona 27 April 2011 (has links)
This research examines the nature of visual poetry and its educational potential in the processes of teaching and learning reading and writing in primary education. The first part looks into the internal and external logic of visual poetry, its cultural, historical and technical characteristics, and a knowledge goal is provisionally defined, which is then analyzed as a teaching and learning goal. It reviews the historicist approaches to visual poetry; it examines the definitions that have been established especially regarding its intermedia nature, and also the most interesting definitions that have been made by visual poets themselves. Following on from this, there is a historical overview of this poetic form, focusing mainly on the Western European tradition and on Catalonia from the twentieth century onwards.
The second part of the thesis is the empirical research that justifies, applies and interprets the description and analysis of a didactic sequence of a teacher in a classroom in year two of primary education within the methodological and theoretical framework of contemporary research on specific didactics. Above all, it uses the theoretical foundations of comparative didactics and clinical methodologies.
Based on close and participatory observation and an all-encompassing analysis of educational action, some interpretations are compared with the overall framework of knowledge of language and literature didactic. Hence the intrinsic cultural value of visual poetry is claimed as a catalyst to encourage the improvement of the reading and writing skills itself, while this teaching goal also serves as a pretext to consider and purpose new ways of teaching and learning reading and writing, in a richer and more complex way, especially in the field of critical literacy, creativity and intermediality / Aquesta investigació es planteja la naturalesa de la poesia visual i el seu potencial didàctic en els processos d’ensenyament-aprenentatge de la lectura i l’escriptura a Educació Primària. La primera part investiga la lògica interna i externa de la poesia visual, els seus trets culturals, històrics i tècnics i es delimita provisionalment un objecte de saber, el qual a continuació s’analitza com a objecte a ensenyar i objecte ensenyat. Es revisen les aproximacions històriques a la poesia visual; s’examinen les definicions que s’han fixat sobretot en el seu caràcter intermedial i també les definicions més interessants que n’han fet els mateixos poetes visuals. A continuació es fa una síntesi històrica d’aquesta forma poètica, centrant-se sobretot en la tradició europea occidental i, a partir del segle xx, a Catalunya. La segona part o recerca empírica justifica, aplica, i interpreta la descripció i anàlisi d'una seqüència didàctica d'una mestra en una aula de cicle inicial d’Educació Primària, dins del marc metodològic i teòric de les investigacions contemporànies en didàctiques específiques, servint-se sobretot dels fonaments teòrics de les didàctiques comparades i les metodologies clíniques. A partir de l'observació atenta i l’anàlisi global de l'acció didàctica, se n’extreuen unes interpretacions que es confronten amb el marc global del saber de les didàctiques de la llengua i la literatura. Així, es reivindica el valor cultural intrínsec de la poesia visual com a revulsiu per fomentar la lectura i l’expressió escrita per se però alhora aquest objecte d’ensenyament serveix de pretext per reflexionar i proposar noves formes d’ensenyar i aprendre la lectura i l’escriptura de forma més rica i complexa, sobretot en l'àmbit de la literacitat crítica, la creativitat i la intermedialitat. / Bei dieser Untersuchung wird die Frage über die visuelle Poesie und deren
didaktischem Potential bei den Bildungs- und Lernprozessen beim Lesen und
Schreiben in der Grundschule aufgeworfen, die diese Fähigkeiten in ihrem gesamten
Umfang zu Beginn des 21. Jahrhunderts nach sich ziehen.
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Fontes prim?rias da hist?ria do v?cuo e da press?o atmosf?rica na sala de aula: cartas e jornais hist?ricos em articula??o com o livro-texto do ensino m?dioBatista, Giovanninni Leite de Freitas 26 May 2014 (has links)
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Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science
and scientific subjects has been advocated in recent decades. It has been pointed out that
the History of Science could make for a deeper learning of scientific concepts, since it
would promote a contact with the problems which that knowledge has set out to solve.
Furthermore, historical episodes would serve to put the discussions about the nature of
scientific knowledge into context. With a view to explore those potentialities, the
literature in the field has sought to identify the challenges and obstacles for the didactic
transposition of subjects from the History of Science. Amongst many aspects, the
deficiencies in the training of teachers, so that they can work with the insertion of HPS
in the classroom have been highlighted. Another aspect that has been mentioned to be a
challenge has to do with the didactic transposition of the Primary Sources, that is, of the
original texts on the History of Science. The Primary Sources have significant
potentialities: making a connection possible between scientists and concepts, showing
the difficulties faced during scientific endeavors, perceiving the role of mistakes as
obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little
exploration of these concepts in an educational context, due to their own peculiarities.
The original texts are often hard to understand and their interpretation demands
knowledge of the historical and scientific context in which they were written, as well as
skills pertaining to the conduction of research in the field of the History of Science.
With this scenario in mind, the research towards this Professional MSc degree starts
from the challenge of elaborating and discussing proposals which could enable the
didactical transposition of the Primary Sources. We have worked specifically with
Primary Sources on the History of the Vacuum and of the Atmospheric Pressure,
because of the insertion of these subjects in the Brazilian High School curriculum, in
connection with the didactical textbooks. "Historic Journals" were made up from
clippings of the original historical texts, as was a Didactical Unit, which takes the usual
textbooks as a basis and contemplates using the Journals and the entire Primary Sources
in High School. At last, we have elaborated and implemented a course designed for the
preparation of teachers and for being an opportunity for the discussion of the feasibility
of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da
Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a
Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos
conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses
conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como
contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico.
Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem
buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da
Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na
inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz
respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos
originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades
significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do
caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como
obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam
ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades.
Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer
conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados,
bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse
cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio
de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de
Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do
V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de
forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de
recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do
material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias
completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado
? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo
de proposta
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