Submitted by Raquel de Lima Turci null (1300431@fclar.unesp.br) on 2016-07-15T02:34:35Z No. of bitstreams: 1 Dissertação Completa Finalizada.pdf: 9517683 bytes, checksum: e12472c15a90f4a1701d40e2c3d71cb0 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-07-18T12:41:23Z (GMT) No. of bitstreams: 1 turci_rl_me_arafcl.pdf: 9517683 bytes, checksum: e12472c15a90f4a1701d40e2c3d71cb0 (MD5) / Made available in DSpace on 2016-07-18T12:41:23Z (GMT). No. of bitstreams: 1 turci_rl_me_arafcl.pdf: 9517683 bytes, checksum: e12472c15a90f4a1701d40e2c3d71cb0 (MD5) Previous issue date: 2016-05-04 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho teve como principal objetivo criar um outro modo de ensino da língua materna, elaborando exercícios que desenvolvam, do ponto de vista linguístico, a consciência gramatical, criatividade e autonomia por meio do estímulo à atividade epilinguística dos estudantes. Para isso, nos baseamos a todo momento, na proposta reflexiva presente na Teoria das Operações Predicativas e Enunciativas. Essa teoria, diferentemente de outras, trabalha as línguas sempre articuladas à linguagem, o léxico à gramática, e, embora tenha por foco o entendimento de como se dão as operações de linguagem ao transformarem ideias em enunciados, não desconsidera o sujeito enunciador em toda sua dimensão psicossociológica ao estabelecer suas reflexões linguísticas. Desenvolvemos esse objetivo, portanto, procurando compreender, especificamente, como funciona a categoria do artigo definido no português brasileiro, analisando produções textuais de educandos dos anos finais do ensino fundamental de uma escola municipal e, partindo disso, elaboramos exercícios que fossem voltados ao ensino e reflexões a respeito de tal conteúdo, sem perder de vista, contudo, o estímulo à consciência gramatical, criatividade e autonomia dos estudantes. Também analisamos alguns livros didáticos a fim de melhor entendermos o que, do ponto de vista institucional, tem-se preconizado para o trabalho com a gramática em sala de aula. Por fim, buscamos, dentro de nossas limitações e das limitações do próprio material didático, aproveitar deles tudo aquilo que julgamos interessante para o desenvolvimento desse nosso outro modo de trabalhar com língua portuguesa na educação formal: o que se dá por meio do estímulo à nossa atividade epilinguística e a dos estudantes. O ensino tradicional dos conteúdos gramaticais estuda a categoria artigo definido em si mesma, sem articulá-la com as operações da linguagem e articulando-a muito pouco com o contexto linguístico no qual foi enunciada. Indo para além desse tipo de análise, portanto, o pesquisador Antoine Culioli ao articular língua e linguagem, buscando aquilo que há de invariante dentro da variação radical existente nas diferentes línguas e dentro de uma mesma língua, permite-nos pensar um outro fazer pedagógico para o ensino de línguas. / This dissertation had as its main goal create another way to teach native language, developing exercises that develop, in the linguistic point of view, the grammatical consciousness, creativity and autonomy through the stimulus to epilinguistics activity of the students. For this, we based every time in the reflective proposal present in the Theory of Predicative and Enunciative Operations. This theory, differentially of the others, works the idioms always articulated with the language, the lexical with the grammar, and, although it has as focus the understanding of the way as the language operations work when it transform ideas in statements, it does not disregard the enunciating subject in its whole psychosociological dimension when it establish its linguistics reflections. Thus, we developed this objective trying to understanding, specifically, how the defined article category works in the Brazilian Portuguese, analyzing textual productions of students of the final years of the elementary school of a municipal school and we elaborated exercises that were directed to the teaching and to reflections on such content, without losing sight, however, the stimulus to the grammatical awareness, creativity and autonomy of the students. We also analyzed some didactic books in order to better understand what, from an institutional point of view, it has been recommended to work with grammar in classroom. At last, within our limitations and the limitations of the courseware, we seek to take advantage of them all that we find interesting for the development of this our another way to work with the Portuguese language in formal education: it is through the stimulus to our epilinguistics activity and to the students epilinguistics activity. The traditional teaching of such contents studies the definite article category in itself, without articulating it with the operations of language and linking it very little with linguistic context in which it was enunciated. Therefore, going beyond this type of analysis, when the researcher Antoine Culioli articulate idiom and language, seeking for what is invariant within the existing radical change in different idioms and within the same idiom, he allows us to think another pedagogical do for the idioms teaching.

S’inscrivant dans le cadre du projet «Transferts d’apprentissages», dont nous avons exploité les données et la méthodologie, cette thèse se propose d’analyser l’apport des activités d’éveil aux langues et de prise de consciences métalinguistiques dans les activités de classe des écoles bilingues songhay-français.Dans son développement, elle s’est appuyée sur les théories du bilinguisme, de l’enseignement-apprentissage et de l’analyse du discours pour mettre l’accent, à partir de l’analyse des films de douze séquences de cours, sur les conditions et les processus d’apprentissage dans quatre disciplines fondamentales: la grammaire, la lecture, le calcul et les sciences d’observations. Cette thèse a émis des propositions relatives à des apports pédagogiques pour les maîtres pour l’amélioration du traitement métalinguistique de la L1 et la L2, en vue de potentialiser les apprentissages chez les élèves. Ces propositions concernent la valorisation du comportement épilinguistique de l’élève, la comparaison entre L1 et L2 à travers les activités métalinguistiques, les reformulations à visée didactique dans les deux langues, le recours à la méthode mixte en lecture et la valorisation de la culture de l’élève. / As part of the project "Transfers of Learning", the data and methodology of which we have used, this thesis proposes to analyze the contribution of language awareness activities and metalinguistic awareness in classroom activities of Songhay-French bilingual schools. In its development, it has relied on theories of bilingualism, teaching-learning and discourse analysis to emphasize the analysis of video shows of twelve course sequences on the conditions and learning processes in four important disciplines: grammar, reading, calculation and science observations. This thesis has issued proposals for educational contributions for teachers to improve the meta-linguistic treatment of L1 and L2 and student’s learning. These proposals concern the assessment of student’s epilinguistic behavior, the comparison of L1 and L2 through the metalinguistic activities, the didactic reformulations in both languages, the use of the mixed method of reading and the assessment of student’s culture.