Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T23:45:08Z No. of bitstreams: 1 JoseAurelioDaCamara_DISSERT.pdf: 1649164 bytes, checksum: ef15a2e0cbf6237a39fe10a87318d41a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-24T23:25:31Z (GMT) No. of bitstreams: 1 JoseAurelioDaCamara_DISSERT.pdf: 1649164 bytes, checksum: ef15a2e0cbf6237a39fe10a87318d41a (MD5) / Made available in DSpace on 2016-08-24T23:25:31Z (GMT). No. of bitstreams: 1 JoseAurelioDaCamara_DISSERT.pdf: 1649164 bytes, checksum: ef15a2e0cbf6237a39fe10a87318d41a (MD5) Previous issue date: 2015-08-28 / O ensino de L?ngua Portuguesa nas escolas p?blicas no Brasil, na maioria das vezes, limita-se, ainda, ao estudo de fragmentos textuais descontextualizados, ? memoriza??o de nomenclaturas e ao culto ?s normas gramaticais. Nessa perspectiva, ao considerarmos a l?ngua como pr?tica social e cultural, cuja nascente emerge na intera??o entre os sujeitos ? que buscamos, atrav?s deste estudo, propor uma interven??o pedag?gica que priorizasse os processos de retextualiza??o da fala para a escrita a partir do g?nero mem?rias, visando ? melhoria das compet?ncias discursivas do educando. Assim, atentando para essas inquieta??es e na tentativa de contribuir com a melhoria do ensino de L?ngua Portuguesa no ensino fundamental, elegemos como locus privilegiado uma turma do 9? ano do ensino fundamental de uma escola estadual em Bento Fernandes/RN, cujo corpus de an?lise foi formado por textos produzidos e retextualizados pelos alunos a partir de relatos orais de idosos da comunidade local. Nesse intento, buscamos compreender o que ? mem?ria, sua import?ncia para o registro da l?ngua falada e da cultura locais, bem como realizar a??es did?ticas que favorecessem a aprendizagem dos alunos nas atividades de produ??o textual. ? luz das perspectivas te?ricas das rela??es lingu?stico-discursivas e tomando por base o cont?nuo da rela??o entre oralidade e escrita propostas por Marcuschi (1993, 1997, 2001, 2002, 2006, 2008, 2010) e nas discuss?es propostas por Antunes (2003, 2014), Alves Filho (2011), Koch (2012), Bakhtin (1992, 2011), procuramos compreender, com base na an?lise das mem?rias retextualizadas, como estas pr?ticas se complementam nesse processo de oralidade e escrita. No que tange ? proposta das sequ?ncias did?ticas, o estudo foi norteado pelas orienta??es de Dolz e Scheneuwly (2004), e acerca das mem?rias, nos estudos de Coracine e Ghiraldelo (2011), Le Goff (2010, 2013). Nessa dire??o, este trabalho seguiu as orienta??es da pesquisa-a??o, numa abordagem qualitativa, considerando o professor (o pesquisador) como um agente ativo envolvido no processo de produ??o de conhecimento em sua pr?pria pr?tica pedag?gica, podendo, assim, interferir na media??o, na produ??o do conhecimento e na sua dissemina??o no contexto particular da sala de aula, locus privilegiado da constru??o e transforma??o do conhecimento. Muito h? de ser pesquisado nesta ?rea de retextualiza??o, embora, verificamos que esta interven??o pedag?gica pautada nos operadores discursivos de retextualiza??o viabilizou-se como um eficiente caminho para n?s professores trabalharmos as peculiaridades de usos e fun??es dos g?neros textuais nas modalidades orais e escritas de uma l?ngua sem pautar-se em dicotomias entre ambas. Isto nos credenciou a fortalecer o discurso que desfaz v?rios mitos ainda presentes nessa ordem. Principalmente, aquele que causa maior dano para os aprendizes da L?ngua Portuguesa: o de que a escrita ? uma representa??o da fala. / Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner?s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders? oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students? learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi?s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language ? that writing is a representation of speech.