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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A (n?o) assun??o da responsabilidade enunciativa em livros did?ticos de l?ngua portuguesa dos 4? e 5? anos

Jales, Adriana Morais 20 March 2015 (has links)
Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-03T22:20:28Z No. of bitstreams: 1 AdrianaMoraisJales_TESE.pdf: 7183959 bytes, checksum: f56640be800712641ef32815539b8ab9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-04T19:36:10Z (GMT) No. of bitstreams: 1 AdrianaMoraisJales_TESE.pdf: 7183959 bytes, checksum: f56640be800712641ef32815539b8ab9 (MD5) / Made available in DSpace on 2016-05-04T19:36:10Z (GMT). No. of bitstreams: 1 AdrianaMoraisJales_TESE.pdf: 7183959 bytes, checksum: f56640be800712641ef32815539b8ab9 (MD5) Previous issue date: 2015-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O livro did?tico de L?ngua Portuguesa vem sendo o foco de muitas investiga??es, apesar disso, o tema ainda tem muito a ser discutido, refletido e ampliado. Essa convic??o nos mobilizou a realizar essa investiga??o, buscando responder tr?s perguntas: (1) Como o autor do livro did?tico induz o aluno a se posicionar em quest?es de compreens?o de texto do livro did?tico de L?ngua Portuguesa? (2) Que elos enunciativos s?o usados pelo autor do livro did?tico em quest?es de compreens?o do texto no que diz respeito ? assun??o da responsabilidade enunciativa? e (3) Que elos enunciativos s?o usados pelo autor do livro did?tico em quest?es de compreens?o do texto no que diz respeito ? n?o assun??o da responsabilidade enunciativa? Nessa dire??o, estabelecemos como objetivos identificar, descrever, analisar e interpretar como se materializa em livros did?ticos de L?ngua Portuguesa a (n?o) assun??o da responsabilidade enunciativa. A tem?tica encontra eco nas orienta??es dos Par?metros Curriculares Nacionais - PCN (1998; 2001), que assumem que ?toda educa??o comprometida com o exerc?cio da cidadania precisa criar condi??es para que o aluno possa desenvolver sua compet?ncia discursiva? (BRASIL, 1998, p. 23). Essa assertiva dos PCN (1998; 2001) tem estreita rela??o com nosso objeto de pesquisa, tendo, pois, corroborado para a realiza??o do estudo. Assim, analisamos quest?es de compreens?o de texto elaboradas por autores dos livros did?ticos de L?ngua Portuguesa do 4? e do 5? ano, trabalhados nas escolas p?blicas do munic?pio de Natal - RN, em 2010. Nossa ancoragem te?rica circunscreve-se nos postulados da An?lise Textual dos Discursos - ATD e da Lingu?stica Enunciativa. Subsidiamo-nos, principalmente, em estudos de Adam (2011), N?lke (1994; 2001; 2006; 2009; 2012), N?lke, Fl?ttum e Nor?n (2004), Rabatel (2004; 2005; 2008; 2009), Guentch?va (1994; 1996). A an?lise dos dados revelou que autores de livros did?ticos de L?ngua Portuguesa exploram a compreens?o de texto, induzindo os alunos a responderem quest?es que podem ser, assim, categorizadas: (1) indu??o para a assun??o da responsabilidade enunciativa, (2) indu??o para a n?o assun??o da responsabilidade enunciativa, (3) orienta??o para o estudo do l?xico e da gram?tica e (4) orienta??o de temas extras. Pelos resultados decorrentes da compara??o entre os livros de 4?. e 5?. anos das duas cole??es analisadas, observamos, atrav?s dos elos de (n?o) responsabilidade N?lke (1994; 2001; 2006; 2009; 2012), N?lke, Fl?ttum e Nor?n (2004), que em 79% das quest?es, os autores induzem a decodifica??o de um conte?do objetivamente inscrito no texto. Nesse sentido, a no??o de compreender um texto fica comprometida, uma vez que se limita ? c?pia de conte?dos ou exerc?cios de transcri??o, deixando de contemplar o uso interativo da l?ngua, ou melhor, deixando de ampliar o conhecimento do aluno na (re)constru??o dos sentidos do texto. Isso evidencia que ainda falta um trabalho com o texto que contemple os recursos textual-discursivos nas atividades de leitura nos livros did?ticos de L?ngua Portuguesa. Evocamos, nessa dire??o, os trabalhos de Marcuschi (2005), Antunes (2003, 2005), Bunzen e Rojo (2008), entre outros autores que muito contribu?ram para orientar a escolha de livros did?ticos de L?ngua Portuguesa. Por fim, entendemos que o estudo sobre o fen?meno da responsabilidade enunciativa em livros did?ticos de L?ngua Portguesa oferece, sobretudo, ferramentas para que os interlocutores identifiquem os elementos presentes na enuncia??o e os efeitos que esses elementos trazem para a (re)constru??o dos sentidos nos textos que eles leem e escrevem na sala de aula. / Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par?metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N?lke (1994; 2001; 2006; 2009; 2013), N?lke, Fl?ttum e Nor?n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch?va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N?lke (1994; 2001; 2006; 2009; 2013), N?lke, Fl?ttum e Nor?n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

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