Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-10T22:17:44Z No. of bitstreams: 1 DISSERTA??O PROFLETRAS KARINE COSTA TOTAL 1.pdf: 12607787 bytes, checksum: 9c1968942dca7abb89a04261c3a49f34 (MD5) / Made available in DSpace on 2018-07-10T22:17:44Z (GMT). No. of bitstreams: 1 DISSERTA??O PROFLETRAS KARINE COSTA TOTAL 1.pdf: 12607787 bytes, checksum: 9c1968942dca7abb89a04261c3a49f34 (MD5) Previous issue date: 2018-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Strategies for writing genre opinion piece in school: a methodological proposal is the result of a pedagogical intervention performed in a class of ninth grade of elementary school II of a large public high school in the city of Feira de Santana-Bahia. Research-intervention had a qualitative methodological approach and theoretical framework based on Textual Linguistics. Part of the theoretical framework of base: Antunes(2016, 2009, 2003), Beth Marcuschi (2010),Geraldi (2002, 1997, 1991), Kato (2003), Koch (2016,2002),Marcuschi (2003), Passarelli (2012,2004), PCN (1998), Rodrigues (2000); among others. From a work plan, consisting of additional steps, we develop actions in the classroom, which sought to improve some skills writers of the students. We promote the systematic teaching of a text argumentative, opinion piece, contemplating the underlying writing process steps, which are: planning, writing the first version, revision and rewriting of a text. To this end, we offer 14 thematic workshops focused reading and rereading of texts, the study of linguistic and discursive aspects of the genre, writing and rewriting of an article. The texts were monitored along the search to identify the main difficulties presented by students in relation to the writing of the genre and, also, to evaluate if those difficulties were minimized from the activities developed in class. We, with research, verify that the teaching of writing of a particular genre is most effective when it occurs within an international perspective, contextualized and procedure. In the end, compare the first version of the articles with the rewritten version, whose results showed that after implementation of the activities there was improved performance of students in writing, especially in respect to textual coherence in the title role, in thematic continuity and general sense of the text / Estrat?gias para a escrita do g?nero artigo de opini?o na escola: uma proposta metodol?gica ? resultado de uma interven??o pedag?gica realizada em uma turma de 9? ano do Ensino Fundamental II de uma escola p?blica de grande porte da cidade de Feira de Santana ? Bahia. A pesquisa-interven??o teve uma abordagem metodol?gica qualitativa e referencial te?rico fundamentado na Lingu?stica Textual. Fazem parte do quadro te?rico de base: Antunes (2016, 2009, 2003), Beth Marcuschi (2010), Geraldi (2002, 1997, 1991), Kato (2003) ,Koch (2016,2002), Marcuschi (2003), Passarelli (2012,2004), PCN (1998), Rodrigues (2000); dentre outros. A partir de um plano de trabalho, composto por etapas complementares, desenvolvemos a??es em sala de aula, as quais visaram aprimorar algumas habilidades escritoras dos discentes. Promovemos o ensino sistem?tico de um g?nero textual argumentativo, o artigo de opini?o, contemplando as etapas subjacentes ao processo de escrita, quais sejam: planejamento, escritura da primeira vers?o, revis?o e reescrita de um texto. Para tanto, ofertamos 14 oficinas tem?ticas que tiveram como foco a leitura e a releitura de textos, o estudo dos aspectos lingu?sticos e discursivos do g?nero, a escrita e a reescrita de um artigo. Os textos foram monitorados ao longo da pesquisa para identificarmos as principais dificuldades apresentadas pelos discentes em rela??o ? escritura do g?nero e, tamb?m, para avaliarmos se essas dificuldades foram minimizadas a partir das atividades desenvolvidas em sala. Intentamos, com a pesquisa, verificar se o ensino da escrita de um determinado g?nero ? mais eficaz quando ocorre dentro de uma perspectiva interacional, contextualizada e processual. Ao final, comparamos a primeira vers?o dos artigos com a vers?o reescrita, cujos resultados mostraram que ap?s aplica??o das atividades houve melhor desempenho dos estudantes na escrita, sobretudo no que se referente ? coer?ncia textual na atribui??o de t?tulo, na continuidade tem?tica e de sentido geral do texto

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-13T21:16:21Z No. of bitstreams: 1 DISSERTANDREIAposdef.pdf: 36667937 bytes, checksum: f6c8228585fb72b95acace7991400d7e (MD5) / Made available in DSpace on 2018-07-13T21:16:21Z (GMT). No. of bitstreams: 1 DISSERTANDREIAposdef.pdf: 36667937 bytes, checksum: f6c8228585fb72b95acace7991400d7e (MD5) Previous issue date: 2018-03-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis had objectives like to improve the reading and writing of Literary Memories, through the creation of educommunication materials, developed in activities sequenced in the Digital Board, in the teaching-learning process of Portuguese Language of 7th grade students of a municipal school in Feira de Santana (BA). The Digital board enables the insertion of didactic-pedagogical objects with historical and cultural themes and the interaction between the students. These materials were elaborated based on a didactic sequence, produced by the teacher-researcher, as proposed by Dolz, Noverraz and Schneuwly (2004), which brings the singularity and popular narratives as the theme of Feira de Santana. In addition, the materials created appear as a stimulus to the local cultural manifestation, their respective insertion in the school routine, the constancy of the rewriting and the prevalence of student protagonism. In order to guide this research, the studies of Ricoeur (2003) and Smolka (2000) regarding the conception of memory have as theoretical background, Hall (2003) and Kellner (2001) in the cultural and identity sphere; the socio-interactionism (IVIC AND COELHO, 2010; VIGOTSKY, 2007); the use of new technologies and Digital board with L?vy (1999) and Nakashima and Amaral (2009); the textual genre Literary Memories with Clara and Altenfelder (2008) and (re) writing with Fiad (1997) and Borges (2016). The methodology used was qualitative, through an intervention proposal (DAMIANI, 2012), in order to demonstrate the students' progress in the textual production of the Literary Memories genre, comparing the initial text with the final text. The intervention took place in the first academic quarter (2017), in weekly meetings. For the production of data, we record in logbook and analysis grid of written productions, in addition to a diagnostic questionnaire and subject scripts. The results of this study point out that the use of multimodal resources contributes, qualitatively, to the teaching-learning process, besides stimulating the student protagonist performance, bringing frequency as one of the variables to advance the knowledge of the subjects. Still, we realize that the diffusion of local history and culture drives discoveries outside the school space, bringing the student closer to his community / Esta disserta??o teve por objetivos aprimorar a leitura e a escrita de Mem?rias Liter?rias, atrav?s da cria??o de materiais educomunicativos, desenvolvidos em atividades sequenciadas na Lousa Digital, no processo ensino-aprendizagem de L?ngua Portuguesa de alunos do 7? ano de uma escola municipal em Feira de Santana (BA). A Lousa Digital possibilita a inser??o de objetos did?tico-pedag?gicos com tem?ticas hist?rico-culturais e a intera??o entre os alunos. Esses materiais foram elaborados com base em uma sequ?ncia did?tica, produzida pela docente-pesquisadora, conforme proposta de Dolz, Noverraz e Schneuwly (2004), a qual traz como mote a cidade de Feira de Santana, suas singularidades e narrativas populares. Al?m disso, os materiais criados aparecem como est?mulo ? manifesta??o cultural feirense, sua respectiva inser??o no cotidiano escolar, a const?ncia da reescrita e a preval?ncia do protagonismo estudantil. Para nortear essa pesquisa, t?m-se como lastro te?rico os estudos de Ricoeur (2003) e Smolka (2000) no que concerne ? concep??o de mem?ria; Hall (2003) e Kellner (2001) no ?mbito cultural e identit?rio; o sociointeracionismo (IVIC E COELHO, 2010; VIGOTSKY, 2007); o uso das novas tecnologias e a Lousa Digital com L?vy (1999) e Nakashima e Amaral (2009); o g?nero textual Mem?rias Liter?rias com Clara e Altenfelder (2008) e a (re)escrita com Fiad (1997) e Borges (2016). A metodologia utilizada foi de abordagem qualitativa, atrav?s de uma proposta de interven??o (DAMIANI, 2012), a fim de demonstrar os avan?os dos alunos na produ??o textual do g?nero Mem?rias Liter?rias, comparando o texto inicial com o texto final. A interven??o ocorreu no primeiro trimestre letivo (2017), em encontros semanais. Para a produ??o de dados, realizamos registro em di?rio de bordo e grade de an?lise das produ??es escritas, al?m de question?rio diagn?stico e escrituras dos sujeitos. Os resultados desse estudo apontam que a utiliza??o de recursos multimodais colabora, qualitativamente, para o processo ensino-aprendizagem, al?m de estimular a performance protagonista estudantil, trazendo a frequ?ncia como uma das vari?veis para o avan?o do Conhecimento dos sujeitos. Ainda, percebemos que a difus?o da hist?ria e cultura local impulsiona descobertas fora do espa?o escolar, aproximando o aluno de sua comunidade