Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-06-21T18:26:52Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Reprodução Não Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-06-21T18:41:28Z (GMT) No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Reprodução Não Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5) / Made available in DSpace on 2018-06-21T18:41:28Z (GMT). No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Reprodução Não Autorizada.pdf: 47716 bytes, checksum: 0353d988c60b584cfc9978721c498a11 (MD5)
Previous issue date: 2010-01-20 / The main goal of this research is to investigate the pedagogical implications in the teaching-learning process of reading and text writing in the second segment of EJA (Youth and Adult Education) using the textual genres as a reference. This study is based on the assumptions of Textual Linguistics approaching the Literacy and didactic considerations as well as the concepts proposed by Dolz & Schneuwly (2004). Besides working with these theoretical references, we have proceeded to the triangulation of conceptual approach with the empiric investigation, reaching the interpretation and analysis of reading and text writing processes in the classroom, according to the methodological dynamics constituted over the pedagogical process with students of Youth and Adult Education (EJA). The dissertation is made of three parts: an methodological introduction and two chapters. In the methodological introduction we present the construction of the study object and its methodological procedures adopted in the investigation with reading and the textual genres. In the first chapter, we analyze and define the conceptual, curricular and methodological basis for the approach with textual genres and their language conceptions in the Youth and Adult Education (EJA). In the second chapter, divided into two topics, we deal with the process of categorization, analysis and triangulation of the empiric investigation. In the first topic, we searched for detailing the paths to go throughout the methodological process, which has been constituted by the work with didactical sequences, having as its main goal the characterization of the teaching-learning process of text reading and writing in EJA. In the second topic, we have dealt with the empiric data, according to the organization of categories and data interpretation as well as the conceptual discussions in order to analyze the process of interaction with EJA students with different textual genres, both in the social practice and in their school environment. The research had the students of the second segment of EJA, at the Benício Leão State School, in the city of Manaus, as its subjects. Through the qualitative analysis, we have investigated how the work on textual genres can make it possible to the students of the second segment of EJA to become readers and text writers, enabling them to appropriate of reading and writing in their social practices. / O objetivo geral desta pesquisa é investigar as implicações pedagógicas no processo ensino e aprendizagem da leitura e produção textual no segundo segmento da EJA, tendo como referência o uso dos gêneros textuais. Este estudo baseia-se nos pressupostos da Linguística Textual, na abordagem do letramento e nas considerações didáticas e conceituais elaboradas por Dolz & Schneuwly (2004). Além de trabalhar esses referenciais teóricos, buscou-se proceder à triangulação da abordagem conceitual com a investigação empírica, culminando com a interpretação e análise acerca do processo de leitura e produção textual em sala de aula, segundo dinâmica metodológica constituída sobre o processo pedagógico com estudantes da Educação de Jovens e Adultos. Esse capítulo foi dividido em dois tópicos, sendo que no primeiro, procurou-se detalhar o caminho metodológico percorrido, o qual se constituiu pelo trabalho com as sequências didáticas, tendo como objetivo de caracterizar o processo ensino e aprendizagem de leitura e produção de textos na EJA. A pesquisa teve como sujeitos os estudantes do segundo segmento da EJA, da Escola Estadual Benício Leão. Através da abordagem qualitativa, buscou-se investigar como o trabalho com os gêneros textuais pode possibilitar aos estudantes dos segundo segmento da EJA, tornarem-se leitores e produtores de texto, possibilitando assim, que aprendam a utilizar a leitura e a escrita em suas práticas sociais.
| Identifer | oai:union.ndltd.org:IBICT/oai:http://localhost:tede/6486 |
| Date | 20 January 2010 |
| Creators | Bezerra, Rita de Cássia Eutrópio Mendonça, . |
| Contributors | ., Brito, Luiz Carlos Cerquinho de |
| Publisher | Universidade Federal do Amazonas, Programa de Pós-graduação em Educação, UFAM, Brasil, Faculdade de Educação |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFAM, instname:Universidade Federal do Amazonas, instacron:UFAM |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/, info:eu-repo/semantics/openAccess |
| Relation | -3459865808041894734, 500 |
Page generated in 0.0018 seconds