<p>This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed.</p><p>The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.</p>

This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed. The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.

One aim with the Swedish non-confessional religious education is to increase students’ understanding and respect for different ways of thinking and behaving. One opportunity to reflect upon other people's interpretations of life, are field visits. Many teachers and students want to make field visits but few actually do. This thesis explores educational opportunities and challenges generated by field visits as part of religious education. This is a classroom study in an upper secondary school (the students were 17 years old), during the teaching sequence about Islam where one part was a field visit to a mosque. Data were produced by classroom observations and observations from a mosque visit, students’ journal writing’s before and after the visit and student interviews. The students’ utterances about Islam are analysed using Michael Bachtin’s dialogue theory and Robert Jackson’s interpretive approach. The analysis shows that students apply a speech genre, which in this study is denoted genre of politeness. In some cases the genre of politeness affect the students such that they do not dare to ask all questions, in particular questions about Islam and gender. Another result is that students more widely apply a self-reflexive speech genre during and after the mosque visit as compared to before the visit. By self-reflexive speech is meant that the students mirror what they have met in the mosque with their own interpretations of life. The analysis also shows that the several students express critical opinions about Islam both before and after the mosque visit and the teaching sequence. The study explores educational opportunities and challenges generated by the mosque visit. Some of the themes that are discussed in the thesis are: 1) questions about representations of religion, for instance in what way “lived religion” and religion as a “philosophical ideal” can be combined, 2) the students’ different ways of reflection, 3) how do students relate and rely on the faith representative’s utterances, and 4) how students formulate questions to the faith representative. / Baksidestext Studiebesök är en metod i religionskunskapsundervisningen som förefaller vara uppskattad av både lärare och elever. Trots det visar det sig att det är relativt få lärare som verkligen gör besök, vilket delvis kan bero på en osäkerhet vad som händer ur ett elevperspektiv i mötet med en ny kontext. Den här studien har undersökt religionsdidaktiska utmaningar och möjligheter som aktualiserats genom ett moskébesök. Empirin utgörs av gymnasielevers yttranden om islam i loggar, elevintervjuer, klassrummet och under ett moskébesök. Analysen visar bland annat att elevernas tal under besöket påverkas av en ”artighetsgenre” som både kan underlätta och försvåra för eleverna. Vidare framkommer det att elever i större utsträckning under och efter besöket speglar det de möter i moskén i sina egna livstolkningar. Analysen visar också hur elever uttrycker att deras inställning till islam påverkas på olika sätt av besöket. Några religionsdidaktiska områden som aktualiserats av besöket och diskuteras är frågor om religioners representation, hur trosrepresentanten ska behandlas som källa samt olika sätt att ställa frågor till representanten.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-30Bitstream added on 2014-06-13T19:10:51Z : No. of bitstreams: 1 custodio_cl_me_rcla.pdf: 2611745 bytes, checksum: e3aa4ea55c311009fe44a41ae6fe3e76 (MD5) / A presente pesquisa surgiu de inquietações advindas da/na aplicação da Proposta Curricular do estado de São Paulo, em 2008, como professora de Língua Portuguesa, no ensino médio, em uma escola do Estado de São Paulo. Posteriormente, a Proposta Curricular, o Caderno do Professor e o do Aluno foi analisado, qualitativamente, nessa pesquisa documental, pela pesquisadoraprofessora, com o objetivo de avaliar a pertinência ou não da abordagem metodológica presente nos materiais. Partindo da hipótese de que documentos têm como base metodológica os gêneros do discurso e que estes, em situação escolar, sofrem uma transformação, segundo os estudos de Schneuwly e Dolz (2007), a análise pretendeu verificar o tratamento dado aos gêneros, a dialogicidade do material didático com a Proposta e seus pressupostos teóricos, baseando-se nos três Princípios ao Trabalho Didático de Schneuwly e Dolz(2007). Como resultados, foram apresentadas reflexões sobre a imposição governamental da aplicação do material, sobre a aplicabilidade das Situações de aprendizagem e sua dialogicidade com a Proposta Curricular que introduz esse modelo didático. A leitura realizada dos documentos apontou para conclusões sobre a política educacional, o enfoque dado ao ensino e, principalmente, ao papel atribuído aos professores. Constatou-se, no estudo realizado, que a Proposta Curricular de Língua Portuguesa, implantada em 2008, no Estado de São Paulo, contém em seu texto de apresentação os fundamentos da teoria sócio-interacionista que privilegia a discursividade no ensino de Língua Portuguesa, porém, que os Cadernos, onde estão as atividades, não dialogam com as idéias do texto de apresentação, seja pelas falhas em sua elaboração, descritas nas análises realizadas, seja, por pretender padronizar o conteúdo, anulando a interlocução e ignorando as diferenças que possam existir... / This research grew out of concerns arising from / in the implementation of Curriculum Proposal of São Paulo in 2008 as professor of Portuguese at the school, a school in the State of São Paulo. Thereafter, the proposed Curriculum, Teacher's Booklet and the Student were analyzed qualitatively, this documentary research, the researcher-teacher, with the aim of evaluating the appropriateness or otherwise of this methodological approach to the materials. Assuming that documents are based on methodological discourse genres and that these, in the school situation, they undergo a transformation, according to studies Schneuwly and Dolz (2007), the analysis sought to check the treatment of the genders, the dialogical courseware with the Proposal and its theoretical assumptions, based on three principles to Work Schneuwly and Didactic Dolz (2007). The results were presented reflections on the imposition of government application of the material on the applicability of learning situations and their dialogue with the Curriculum Proposal that introduces this educational model. The reading of the documents held pointed to findings on educational policy, their focus on education and especially the role assigned to teachers. It was found in the study, that the Proposed Course of Portuguese Language, established in 2008 in São Paulo, contains in its text presenting the fundamentals of social interaction theory that privileges the discourse in the teaching of Portuguese, but that the Notebooks, where are the activities, there is no dialogue with the ideas of the text display, either due to flaws in its design, described in the analysis, that is, for pretending to standardize the content, negating the dialogue and ignoring the differences that may exist the teaching-learning process. The research points also to the figure of the applicator, performer, facilitator, monitor those documents which... (Complete abstract click electronic access below)

Resumo: A presente pesquisa surgiu de inquietações advindas da/na aplicação da Proposta Curricular do estado de São Paulo, em 2008, como professora de Língua Portuguesa, no ensino médio, em uma escola do Estado de São Paulo. Posteriormente, a Proposta Curricular, o Caderno do Professor e o do Aluno foi analisado, qualitativamente, nessa pesquisa documental, pela pesquisadoraprofessora, com o objetivo de avaliar a pertinência ou não da abordagem metodológica presente nos materiais. Partindo da hipótese de que documentos têm como base metodológica os gêneros do discurso e que estes, em situação escolar, sofrem uma transformação, segundo os estudos de Schneuwly e Dolz (2007), a análise pretendeu verificar o tratamento dado aos gêneros, a dialogicidade do material didático com a Proposta e seus pressupostos teóricos, baseando-se nos três Princípios ao Trabalho Didático de Schneuwly e Dolz(2007). Como resultados, foram apresentadas reflexões sobre a imposição governamental da aplicação do material, sobre a aplicabilidade das Situações de aprendizagem e sua dialogicidade com a Proposta Curricular que introduz esse modelo didático. A leitura realizada dos documentos apontou para conclusões sobre a política educacional, o enfoque dado ao ensino e, principalmente, ao papel atribuído aos professores. Constatou-se, no estudo realizado, que a Proposta Curricular de Língua Portuguesa, implantada em 2008, no Estado de São Paulo, contém em seu texto de apresentação os fundamentos da teoria sócio-interacionista que privilegia a discursividade no ensino de Língua Portuguesa, porém, que os Cadernos, onde estão as atividades, não dialogam com as idéias do texto de apresentação, seja pelas falhas em sua elaboração, descritas nas análises realizadas, seja, por pretender padronizar o conteúdo, anulando a interlocução e ignorando as diferenças que possam existir... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research grew out of concerns arising from / in the implementation of Curriculum Proposal of São Paulo in 2008 as professor of Portuguese at the school, a school in the State of São Paulo. Thereafter, the proposed Curriculum, Teacher's Booklet and the Student were analyzed qualitatively, this documentary research, the researcher-teacher, with the aim of evaluating the appropriateness or otherwise of this methodological approach to the materials. Assuming that documents are based on methodological discourse genres and that these, in the school situation, they undergo a transformation, according to studies Schneuwly and Dolz (2007), the analysis sought to check the treatment of the genders, the dialogical courseware with the Proposal and its theoretical assumptions, based on three principles to Work Schneuwly and Didactic Dolz (2007). The results were presented reflections on the imposition of government application of the material on the applicability of learning situations and their dialogue with the Curriculum Proposal that introduces this educational model. The reading of the documents held pointed to findings on educational policy, their focus on education and especially the role assigned to teachers. It was found in the study, that the Proposed Course of Portuguese Language, established in 2008 in São Paulo, contains in its text presenting the fundamentals of social interaction theory that privileges the discourse in the teaching of Portuguese, but that the Notebooks, where are the activities, there is no dialogue with the ideas of the text display, either due to flaws in its design, described in the analysis, that is, for pretending to standardize the content, negating the dialogue and ignoring the differences that may exist the teaching-learning process. The research points also to the figure of the applicator, performer, facilitator, monitor those documents which... (Complete abstract click electronic access below) / Orientador: Maria Augusta Hermengarda Wurthmann Ribeiro / Coorientador: Valdemir Miotello / Banca: Maria Cecilia de Oliveira Micotti / Banca: Luciana Maria Giovanni / Mestre

Tomando como ponto de partida a crítica às perspectivas que fazem prevalecer os aspectos estáveis dos gêneros discursivos em detrimento da fluidez que os relativiza, a presente pesquisa dá relevo aos elementos instáveis desse processo conjugando, a um só tempo, traços contínuos mais propensos à referida estabilização dos gêneros e descontínuos mais afeitos àquilo que chamo de instabilidade genérica. Do ponto de vista do processo de produção dos gêneros do discurso, a instabilidade genérica se inscreve no texto segundo diferentes marcas enunciativo-discursivas, assinalando pontos de ruptura e evidenciando um funcionamento marcado mais pela permanente incompletude do que pela pretensa fixidez de seus contornos. Parte-se da análise de corpus constituído por um conjunto de 84 textos produzidos, no ano de 2006, por professoras alfabetizadoras em um curso de formação (promovido pela Prefeitura Municipal de Cubatão-SP) chamado Letra e vida. Por ocasião desse curso, foi solicitado às participantes que redigissem, como atividade inicial, suas memórias de alfabetização, textos a partir dos quais elas deveriam reconstruir, preferencialmente de forma literária, as lembranças do tempo em que foram alfabetizadas. A partir dessa proposta, em que já se depreende um primeiro traço da instabilidade genérica (o diálogo com a esfera literária), delineia-se uma tensão inicial entre as memórias propriamente ditas, tomadas aqui, ao menos em um de seus sentidos, como processo de registro das lembranças, e os memoriais, gêneros efetivamente produzidos, tomados, neste caso, enquanto produto, ainda que provisório, daquele registro. Buscando comprovar que a instabilidade genérica é a propriedade definidora do gênero memorial, são eleitos metodologicamente dois campos de observação para a análise dos memoriais: o campo das vozes das memórias, em cujos domínios a instabilidade genérica manifesta-se no modo pelo qual as relações intergenéricas se marcam no fio textual-discursivo dos memoriais os gêneros do discurso sempre em vias de se tornarem outro gênero - e o campo do tempo das memórias, domínio no qual a instabilidade genérica é captada por meio do traço mais singular dos memoriais aqui analisados: o inescapável diálogo estabelecido entre o passado e o presente. Esses dois aspectos possibilitam situar o regime de instabilidade do gênero memorialístico, segundo a dinâmica constitutiva dos encontros (e eventuais sobreposições) de diferentes vozes e de diferentes temporalidades. Além da defesa da instabilidade genérica para o gênero memorial, o trabalho abre, ainda, a possibilidade de ampliar essa constatação para outros gêneros do discurso. / Considering the criticism of perspectives as a starting point which causes the stable aspects of genres at the expense of fluidity that relativizes, this research emphasizes unstable elements combining process, at the same time, continuous lines - more prone to that stabilization of genres - and discontinuous and used to what I call generic instability. From the production of genres discourse point of view, the generic instability falls within the text as reported by different enunciative-discursive marks, indicating breaking points which prove a functional permanent incompleteness marked by the supposed fixity of its contours. This research starts with the corpus analysis of a group of 84 texts produced in 2006, by kindergarten teachers taking a course called Letra e Vida which was sponsored by Cubatão City Hall. In the beginning, this group of teachers was asked to draft some of their memories from the time when they first started to learn how to write considering literacy (ability to read and write) forms if possible. From that point, in which appears from a first feature of the generic instability (dialogue with the literary sphere), an initial tension is outlined between the memories themselves, at least in one of its senses as a memory recording process and memorial genres actually produced and seen as a product of that record. Furthermore, in order to prove that the generic instability is the defining property of the memorial genre, two fields of observation are chosen methodologically with the purpose of analyzing memorials such as the voices of memories field in which the domain of generic instability manifests itself through intergeneric ways and are marked in the text and the memorial discourse lines - the speech genres always follow routes that turn them into another genre and the time of memories field, an area in which the generic instability is captured through the most unique feature seen in this research: the inescapable dialogue established between the past and the present. These two aforementioned aspects place the memorialistic gender instability system along with the constitutive dynamics of different voice encounters within different time frames. Besides the thesis of generic instability for the memorial genre, this work leaves the gap open to various other possibilities of amplifying the observation to other genres of discourse studies.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The written Portuguese Language teaching should imply the analysis of expressive features present in each individual context. This is the need to approach writing as a process, the result of a process of reflection on language and knowledge of the constitution and functioning of the language. What should carry is a productive education for the acquisition and improvement of language skills. To achieve the objectives of this project, have been developed as primarily theoretical studies involving the following: speech genres and multimodality; portuguese language teaching from the perspective of the PCN; processes, resources and referral mechanisms. That said, in this TCF, it is made a reflection on language and its realization, starting with texts, referring expressions and situations of construction of textuality. All this culminates in the didactic proposal to provide the contact opportunity of students with referral as a discursive process of building texts, making use of activities that lead students to operate this feature. The use of referral is one of the common problems in the establishment of cohesion and coherence in texts produced by students of ninth grade. With our experience, we aim to contribute to understanding and application of such a process towards collaboration in search of resolving difficulties of teacher and student in didactic teaching approach in terms of this aspect of textual production. Along the way, we come to some very relevant clarifications. Highlighting them: on anaphora as referral process, we need to deconstruct the idea that conceives the pronoun as the only part of speech that can be constituted as anaphoric; anaphora is a textual semantic phenomenon not only coreferential (direct anaphora - cotextual) but also inferential (indirect anaphora - contextual); key is to be built significant referral chains, establishing cohesive unit through this procedure. / O ensino de Língua Portuguesa escrita deve pressupor a análise de recursos expressivos presentes em cada contexto do indivíduo. Trata-se da necessidade de abordagem da escrita como processo, fruto de um trabalho de reflexão sobre a linguagem e conhecimento sobre a constituição e funcionamento da língua. O que se deve efetivar é um ensino produtivo para aquisição e aprimoramento de habilidades linguísticas. Para consecução dos objetivos desta empreitada, foram desenvolvidos precipuamente estudos teóricos que envolveram os seguintes aspectos: gêneros de discurso e multimodalidade; ensino de língua portuguesa na perspectiva dos PCN; processos, recursos e mecanismos de referenciação. Isso posto, neste TCF, faz-se uma reflexão sobre linguagem e sua realização, partindo-se de textos, expressões referenciais e situações de construção da textualidade. Tudo isso culmina com a proposta didática de oportunizar o contato dos alunos com referenciação como processo discursivo de construção de textos, lançando mão de atividades que levem os alunos a operar esse recurso. O emprego da referenciação é um dos frequentes problemas no estabelecimento de coesão e coerência em textos produzidos pelos alunos de nono ano. Com nossa experiência, visamos a um contributo de compreensão e aplicação de tal processo no sentido de colaboração em busca de dirimir dificuldades do professor e do aluno em termos didático-pedagógicos na abordagem desse aspecto de produção textual. Ao longo do percurso, chegamos a algumas elucidações bem pertinentes. Destaquemo-las: sobre a anáfora como processo de referenciação, é preciso desconstruir a ideia que concebe o pronome como a única classe de palavra que pode se constituir como anafórica; a anáfora é um fenômeno semântico textual não só correferencial (anáfora direta - cotextual) mas também inferencial (anáfora indireta – contextual); fundamental é que se construam cadeias de referenciação significativas, estabelecendo-se unidade coesiva por meio desse procedimento.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-22T13:23:59Z No. of bitstreams: 2 Tatiana Fasolo Bilhar de Souza.pdf: 4216511 bytes, checksum: 3e9b0a3be18d484a607b637689d4d132 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-22T13:23:59Z (GMT). No. of bitstreams: 2 Tatiana Fasolo Bilhar de Souza.pdf: 4216511 bytes, checksum: 3e9b0a3be18d484a607b637689d4d132 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Portuguese language (PL) teaching in our country, since the publication of the National Curriculum Parameters (PCN) (BRAZIL, 1998), has been guided by the interactionist conception of language, which presupposes the work, in the classroom, from real situations of language use. In light of this document, the State of Paraná published the Curricular Guidelines for Basic Education (DCE) in 2008, which in its section on teaching PL (DCELP) is guided by the linguistic ideas of the Bakhtin Circle. This paper shares an interactionist and dialogical conception of language, with a focus on discourse as social practice, comprehends the text in its condition of utterance and guides the use of speech genres in the classroom as tools for teaching PL. However, in order to be able to implement this proposal in pedagogical practice, it is necessary that PL teachers receive, starting at the undergraduate level, a formation consistent with these purposes. In order to deal with this subject, it is necessary that we turn our researcher's gaze towards the initial formation of Language Arts teachers. Therefore, this paper analyses two Language Arts undergraduate courses from the State University of Western Paraná (Unioeste), one in the campus Foz do Iguaçu and the other in the campus Marechal Cândido Rondon, to answer the following question: Is there a dialogue between the syllabuses and the Political Pedagogical Project (PPP) of the courses aimed at the training of LP teachers according to the DCELP? To answer it, our general objective is an attempt to relate the theoretical and methodological orientations of the DCELP to the PPP and to the syllabuses of two Language Arts courses at Unioeste, observing the conception of language, text and speech genres that guide the initial formation of PL teachers, within the socio-historical context of Language Arts undergraduate courses in Brazil. In order to fulfill this investigative purpose, we performed a qualitative and interpretive research enrolled in Applied Linguistics field, which has a documental analysis of the PPP and eight syllabuses of the courses analyzed – three from the course of Marechal Cândido Rondon and five from the course of Foz do Iguaçu. The theoretical framework is based on authors of the Bakhtin Circle – such as Bakhtin and Volochinov (2014 [1929]), Volochinov (2013 [1930]) and Bakhtin (2011 [1979]) – as well as others who explain their theories – Rodrigues (2001, 2005), Faraco (2009), Rodrigues and Cerutti-Rizzatti (2011) and Miotello (2014). We also rely on authors such as d'Ávila (2007) and Nóvoa (1992, 2009) to think about initial formation and its relation to teaching and authors such as Almeida Filho (2008) and Cavalcanti (2013) to discuss teacher formation. The results indicate that both courses have a relationship with the DCELP, but that it happens differently. The course in Foz do Iguaçu is guided by the same conceptions of language, text and genres of the state pedagogical document, so that some of its disciplines not only discuss the PL teaching proposal of the DCELP, but also propose a study of the speech genres subsidized by their conceptions. Even though the course in Marechal Cândido Rondon is based on an interactionist conception of language, it adopts an organizing axis for the disciplines of PL contrary to the Bakhtinian premises for the study of language. Therefore, it establishes dialogue with the DCELP in some disciplines, but this relation is more in the sense of discussing the proposal of the document and the theories and conceptions that subsidize it than to guide its disciplines by these conceptions. / O ensino de Língua Portuguesa (LP), em nosso país, desde a publicação dos Parâmetros Curriculares Nacionais – PCN – (BRASIL, 1998), vem sendo orientado por uma concepção interacionista de linguagem, a qual pressupõe o trabalho, em sala de aula, a partir de situações reais de uso da língua. Na esteira desse documento, o Estado do Paraná, em 2008, publicou as Diretrizes Curriculares da Educação Básica (DCE), que em sua seção sobre o ensino de LP (DCELP) é norteada pelas ideias linguísticas do Círculo de Bakhtin. Esse documento centrase numa concepção interacionista e dialógica de linguagem, com foco no discurso como prática social, compreende o texto na sua condição de enunciado e orienta para o uso dos gêneros discursivos em sala de aula como ferramentas para o ensino da LP. No entanto, para terem condições de efetivar essa proposta em sua prática pedagógica, é necessário que os professores de LP recebam, desde a graduação, uma formação coerente com tais propósitos. Tratar desse assunto requer, então, que voltemos nosso olhar de pesquisadora para a formação inicial dos professores de Letras. Nesse sentido, esta pesquisa analisa dois cursos de licenciatura em Letras da Universidade Estadual do Oeste do Paraná (Unioeste), o do campus Foz do Iguaçu e o do campus Marechal Cândido Rondon, buscando responder a seguinte questão: Existe um diálogo entre os Projetos Político-Pedagógicos (PPP) dos cursos, os planos de ensino de suas disciplinas voltadas à formação do professor de LP com o que preconizam as DCELP? No intuito de respondê-la, propusemos como objetivo geral: relacionar as orientações teórico-metodológicas das DCELP com os PPP e com os planos de ensino de disciplinas de dois cursos de Letras da Unioeste, observando a concepção de linguagem, de texto e de gêneros discursivos que orienta a formação inicial do professor de LP, dentro do contexto sócio-histórico dos cursos de licenciatura em Letras no Brasil. Na perspectiva de dar conta desse propósito investigativo, realizamos uma pesquisa qualitativa e interpretativista, inscrita na área da Linguística Aplicada, focada na análise documental do PPP e de oito planos de ensino dos cursos analisados – três do curso de Marechal Cândido Rondon e cinco do curso de Foz do Iguaçu. A base teórica sustenta-se em autores do próprio Círculo de Bakhtin – tais como Bakhtin e Volochinov (2014[1929]), Volochinov (2013[1930]) e Bakhtin (2011[1979]) –, além de outros que explicam suas teorias – como Rodrigues (2001, 2005), Faraco (2009), Rodrigues e Cerutti-Rizzatti (2011) e Miotello (2014). Recorremos, ainda, para tratar do processo de formação inicial e sua relação com o ensino, a autores como d’Ávila (2007) e Nóvoa (1992, 2009) e, para tratar da formação do professor de Letras, a autores como Almeida Filho (2008) e Cavalcanti (2013). Os resultados indicam que ambos os cursos estabelecem relação com as DCELP, mas isso se dá de modos distintos. O curso de Letras do campus Foz do Iguaçu pauta-se pelas mesmas concepções de linguagem, de texto e de gêneros do documento pedagógico estadual, de modo que algumas de suas disciplinas não só discutem a proposta de ensino das DCELP, como também propõem um estudo dos gêneros subsidiado por suas concepções. Já o curso de Marechal Cândido Rondon, embora se paute por uma concepção interacionista de linguagem, adota um eixo organizador para as disciplinas de LP contrário aos pressupostos bakhtinianos para o estudo da língua. Assim, estabelece diálogo com as DCELP em algumas disciplinas, mas essa relação se dá mais no sentido de discutir a proposta do documento, as teorias e as concepções que a subsidiam do que de nortear suas disciplinas por essas concepções.

Made available in DSpace on 2017-07-10T18:55:48Z (GMT). No. of bitstreams: 1 Tese - Sueli Gedoz _parte 1.pdf: 1452484 bytes, checksum: ece64c4c4c6f49753d2706d7ad66acf9 (MD5) Previous issue date: 2015-06-30 / The research that I present in this study refers to the practice of linguistic analysis associated with the work with the production and textual rewritten. This is a research grounded on the assumptions of Applied Linguistics, in the interpretative qualitative approach, using the ethnographic perspective and the action research as methodological design. The unrest which led to the work rests on the question of how the practice of linguistic analysis, understood as routing that goes beyond the work with the grammar rules, can contribute to the process of production and rewriting texts in the classroom. In order to answer this question, the goal is to investigate the contributions of work and linguistic analysis to the process of production and rewriting texts, focusing on a group of 7th grade of elementary school. Investigative cut takes the text, organized a speech genre as a starting point and guiding element of the teaching of Portuguese Language. The theoretical framework that I use bolsters on the Dialogic Discourse Analysis and the sociological method of approach to genres as Bakhtin/Voloshinov (2004 [1929]) and Bakhtin (2011 [1979]). Also, turn to sources that give the linguistic analysis of practices, production and textual rewriting a dialogical bias at work with language. Guided me in this theoretical orientation and in the context of the classroom, I realized results that indicate the need for partnership between all discursive practices that organize the teaching of Portuguese. With respect to focused practices (linguistic analysis, writing, rewriting), I consider that all are pervaded and subsidized by linguistic analysis, for producing and rewrite texts requires arguably the analysis of linguistic and discursive elements that make up the written production. / A pesquisa que apresento neste estudo refere-se à prática de análise linguística associada ao trabalho com a produção e a reescrita textual. Trata-se de uma investigação ancorada nos pressupostos da Linguística Aplicada, na abordagem qualitativa interpretativista, recorrendo à perspectiva de cunho etnográfico e à pesquisa-ação como delineamento metodológico. A inquietação que deu origem ao trabalho sustenta-se na indagação sobre a forma que a prática de análise linguística, entendida como encaminhamento que vai além do trabalho com a gramática normativa, pode contribuir para o processo de produção e reescrita de textos na sala de aula. Com o intuito de responder a esse questionamento, o objetivo é investigar as contribuições do trabalho com a análise linguística para o processo de produção e reescrita de textos, focalizando uma turma do 7º ano do ensino fundamental. O recorte investigativo toma o texto, organizado num gênero discursivo, como ponto de partida e elemento norteador do ensino da Língua Portuguesa. A linha teórica ampara-se na Análise Dialógica do Discurso e no método sociológico para abordagem dos gêneros discursivos, conforme Bakhtin/Volochinov (2004 [1929]) e Bakhtin (2011 [1979]). Além disso, recorro a fontes que conferem às práticas de análise linguística, produção e reescrita textual um viés dialógico no trabalho com a linguagem. Pautando-me nessa orientação teórica e no contexto da sala de aula, percebi resultados que indicam a necessidade de associação entre todas as práticas discursivas que organizam o ensino da Língua Portuguesa. No que tange às práticas focalizadas (análise linguística, escrita, reescrita), considero que todas são perpassadas e subsidiadas pela análise linguística, pois produzir e reescrever textos requer, indiscutivelmente, a análise dos elementos linguístico-discursivos que compõem a produção escrita.

Made available in DSpace on 2017-07-10T18:56:35Z (GMT). No. of bitstreams: 1 sueli.pdf: 2171120 bytes, checksum: 6c87435b9bbda7acb43b0bdc8a2ff3b7 (MD5) Previous issue date: 2011-11-30 / The process of continuing education offered to teachers working in elementary education has been characterized as a tool for improving the quality of teaching, since, in addition to promoting the improvement of teaching practices developed by teachers, is also configured as a form of diffusion the questions presented in the official documents that guide the teaching. Starting for this premise and considering our studies related to language, some relevant questions are: how this process is theoretically and methodologically subsidizing teachers of early years of elementary school, as the theory that currently underlies the teaching of Portuguese language, namely the proposed work to the teaching of mother tongue in a perspective that takes the discursive genres as the object of education? And if this is happening, how the teacher is playing this proposal and articulating it in Portuguese Language classes? Given this concerns, we aim to develop this study, an investigation into the process of continuing education involving teachers in the early years of elementary school, verifying that the theoretical and methodological offered to these teachers in the process, have enable them to recognize discursive genres as an object of teaching and the text as a unit learning, in the development of its practices in the classroom, in Portuguese Language subject. To meet this purpose we used as the theoretical works of AMOP (2007), Bakhtin (2000; 2004), Bazerman (2006; 2011), Bronckart (2003), Costa-Hübes (2008), Dolz, Noverraz e Schneuwly (2004), Duarte (2001; 2010), Koch (1992, 2003), Marx (1992), Rodrigues (2001; 2004; 2005; 2009), Rojo (2005), Saviani (1984, 2003, 2007) and Vygotsky (1991; 2001) among other works about the subject of research, and André (1995), Erickson (1989, 2001), Flick (2009), Gil (2010), Marconi e Lakatos (2010) and Yin (2001) to organize the course methodology. This course is guided in the dialectical method of research and uses a qualitative and interpretativsta approach, requiring, at times, quantitative sources. The inclusion of research in Applied Linguistics is confirmed by the ethnographic case study, conducted in the school environment, with the intention of investigating the role of the teacher-mediated process of continuing education. From this research design, we analyzes the implications of continuing education in the performance of some teachers in the classroom, and found as a result, some gaps in the training process, especially given the lack of continuity in training initiatives and for some difficulties presented by teacher in theoretical and methodological approaches set out in this process. / O processo de formação continuada ofertado a docentes que atuam no ensino fundamental tem se caracterizado como um dos instrumentos para a melhoria da qualidade do ensino pois, além de promover o aperfeiçoamento das práticas pedagógicas desenvolvidas pelos professores, também se configura como uma forma de difusão dos referenciais apresentados nos documentos oficiais que norteiam o ensino. Partindo dessa premissa e considerando nossos estudos relacionados à linguagem, algumas indagações são pertinentes: de que forma esse processo está subsidiando teórica e metodologicamente os docentes dos anos iniciais do Ensino Fundamental, conforme a teoria que atualmente fundamenta o ensino da Língua Portuguesa, ou seja, a proposta de trabalho para o ensino de língua materna numa perspectiva que toma os gêneros discursivos como objeto de ensino? E, caso isso esteja ocorrendo, como o professor está interpretando essa proposta e articulando-a nas aulas de Língua Portuguesa? Diante dessas inquietações, objetivamos desenvolver, neste estudo, uma investigação sobre o processo de formação continuada envolvendo professores dos anos iniciais do Ensino Fundamental, verificando se os subsídios teóricos e metodológicos ofertados a esses docentes, nesse processo, têm lhes possibilitado o reconhecimento dos gêneros discursivos como objeto de ensino e o texto como unidade de ensino, no desenvolvimento de suas práticas, em sala de aula, na disciplina de Língua Portuguesa. Para atender a esse propósito utilizamos como bases teóricas os trabalhos de AMOP (2007), Bakhtin (2000; 2004), Bazerman (2006; 2011), Bronckart (2003), Costa-Hübes (2008), Dolz, Noverraz e Schneuwly (2004), Duarte (2001; 2010), Koch (1992, 2003), Marx (1992), Rodrigues (2001; 2004; 2005; 2009), Rojo (2005), Saviani (1984, 2003, 2007) e Vygotsky (1991; 2001), entre outros trabalhos que versam sobre o tema da pesquisa, bem como André (1995), Erickson (1989, 2001), Flick (2009), Gil (2010), Marconi e Lakatos (2010) e Yin (2001), para organizarmos o percurso metodológico. Tal percurso está pautado no método dialético de pesquisa e utiliza a abordagem qualitativa e interpretativista, necessitando, em alguns momentos, de fontes quantitativas. A inserção da pesquisa na Linguística Aplicada é confirmada por se tratar de um estudo de caso do tipo etnográfico, realizado no ambiente escolar, com a intenção de investigar a atuação do professor, mediada pelo processo de formação continuada. A partir desse delineamento de pesquisa, analisamos as implicações da formação continuada na atuação de alguns docentes em sala de aula, e verificamos como resultado, algumas lacunas nesse processo formativo, indicadas especialmente pela falta de continuidade nas ações de formação e por algumas dificuldades apresentadas pelos docentes nas abordagens teóricas e metodológicas apresentadas nesse processo.