Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-12T17:41:02Z No. of bitstreams: 1 FranciscaVaneiseAndradeFernandes_DISSERT.pdf: 2565480 bytes, checksum: d836eea68abf554370480d29130edf2a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-20T17:53:05Z (GMT) No. of bitstreams: 1 FranciscaVaneiseAndradeFernandes_DISSERT.pdf: 2565480 bytes, checksum: d836eea68abf554370480d29130edf2a (MD5) / Made available in DSpace on 2016-07-20T17:53:05Z (GMT). No. of bitstreams: 1 FranciscaVaneiseAndradeFernandes_DISSERT.pdf: 2565480 bytes, checksum: d836eea68abf554370480d29130edf2a (MD5) Previous issue date: 2015-08-10 / A busca por ressignifica??es no processo de ensino-aprendizagem na educa??o b?sica vem ocasionando o desenvolvimento de pol?ticas p?blicas voltadas para o ensino de l?ngua materna, tais como a Olimp?ada de L?ngua Portuguesa (OLP). Para contribuir com essa busca, este projeto de interven??o tem como objeto de estudo as pr?ticas de leitura e escrita desenvolvidas na OLP por meio do modelo did?tico advindo dos projetos de letramento (KLEIMAN, 2001). Assim, visando ao objetivo geral de ressignificar pr?ticas de leitura e escrita de estudantes do 7? ano, estabelecemos tr?s objetivos espec?ficos: a) participar de um concurso nacional de escrita; b) realinhar conceitual e metodologicamente as aulas de L?ngua Portuguesa nas turmas de 7? ano em fun??o do trabalho desenvolvido; c) qualificar pr?ticas de leitura e escrita desenvolvidas nesse processo de constru??o de conhecimentos. Para tanto, fundamentamo-nos na hist?ria do ensino de L?ngua Portuguesa no Brasil (SOARES, 2002), na concep??o dial?gica de l?ngua(gem) (BAKHTIN, VOLOCH?NOV ([1929] 2009), nos Estudos de Letramento (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), no conceito de comunidade de aprendizagem (AFONSO, 2001), nos estudos sobre retextualiza??o (OLIVEIRA, 2005; MARCUSCHI, 2010), no g?nero discursivo mem?rias liter?rias (CLARA; ALTENFELDER; ALMEIDA, 20--), nos ind?cios de autoria (POSSENTI, 2002) e na Lingu?stica Textual (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011). Metodologicamente, esta pesquisa qualitativa de vertente etnogr?fica (L?DKE; ANDR?, 1986; ANDR?, 2005) ancora-se na Lingu?stica Aplicada (MOITA LOPES, 1996). Colaboraram nesta pesquisa os alunos do 7? ano, professores, equipe gestora e pais de alunos, al?m de pessoas externas ? comunidade escolar. Os instrumentos utilizados para a gera??o de dados foram: entrevista semiestruturada, textos dos alunos, grava??es em ?udio e em v?deo, fotografias, material da OLP (caderno do professor, colet?nea de textos e CD-ROM). Os dados gerados nos permitiram estabelecer as seguintes categorias de an?lise em rela??o aos textos produzidos: autoria, informatividade, progress?o discursiva, estrutura composicional, estilo e aspectos lingu?sticos. Os resultados alcan?ados evidenciam que o projeto de letramento desenvolvido possibilitou tamb?m macroaltera??es: pr?ticas de leitura e escrita, antes consideradas objeto de estudo estritamente escolar, foram transformadas em pr?ticas sociais, por meio das quais diferentes agentes de letramento puderam, colaborativamente, agir. Para tanto, fizeram entrevistas, cartas de solicita??o, of?cios, mem?rias liter?rias, apresenta??es orais de poemas e de relatos de experi?ncia. Vivenciaram uma premia??o local e participaram de um concurso nacional. Produziram um v?deo e um livro com hist?rias e ilustra??es de autoria dos alunos. Em suma, vivenciaram pr?ticas de escrita que ultrapassam a sala de aula e a rela??o professor-aluno. / The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCH?NOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (L?DKE; ANDR?, 1986; ANDR?, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students? texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.