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Previous issue date: 2014-05-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Com esta investiga??o objetivamos identificar, descrever, analisar e interpretar como livros
did?ticos de L?ngua Portuguesa abordam, a partir da materialidade lingu?stica, efeitos de
sentido veiculados em textos predominantemente injuntivos. O corpus deste estudo ?
constitu?do por seis cole??es de livros did?ticos de L?ngua Portuguesa inscritas no Guia do
Programa Nacional do Livro Did?tico (PNLD) do ano de 2010, adotadas por escolas p?blicas
do munic?pio de Natal e objeto de estudo no ?mbito do Projeto Ler/Contar do Observat?rio de
Educa??o da Universidade Federal do Rio Grande do Norte (UFRN). Foram analisados os
livros dos 4? e 5? anos do Ensino Fundamental, totalizando 12 exemplares. Selecionamos para
an?lise dezesseis propostas de escrita de textos injuntivos. Para fundamentar nosso estudo,
recorremos ? discuss?o te?rica de Adam (2001a, 2001b) no que diz respeito aos g?neros
discursivos da incita??o ? a??o. Ainda, acompanhamos Koch e F?vero (1987), Koch e Elias
(2009), Marcuschi (2003, 2008), Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992,
2007) e Rosa (2007), no que concerne ? organiza??o material dos textos injuntivos. No que
se refere ?s discuss?es sobre o livro did?tico, amparamo-nos em Choppin (2004, 2009),
Batista (2003, 2009), Rojo e Batista (2005), e quanto aos livros did?tico de L?ngua
Portuguesa, adotamos Soares (1998, 2001, 2004) e Bunzen e Rojo (2005). As propostas de
escrita de textos injuntivos, nas cole??es analisadas, resumem-se a dicas/recomenda??es,
instru??es para confec??o de brinquedos e/ou brincadeiras, roteiro de viagem e receita
culin?ria, sendo que 69% delas aparecem nos livros dos 4? anos e apenas 31%, nos livros de
5? ano. No que concerne aos elementos lingu?sticos respons?veis pela constru??o dos atos de
fala diretivos e os efeitos de sentido por eles produzidos, os dados nos mostram que 50% das
propostas de escrita n?o exploram categorias lingu?sticas que imprimam os efeitos de sentido
da injun??o, ou seja, inexiste um trabalho voltado ? an?lise lingu?stica, enquanto 33%
mencionam o modo imperativo e 17% exploram verbos no infinitivo. Nesta disserta??o foram
abordados os planos de texto dos g?neros da incita??o ? a??o e neles a materialidade
lingu?stica que veicula o sentido da injun??o, estudo que pode contribuir com a melhoria do
ensino de l?ngua portuguesa no que concerne ? articula??o dos estudos gramaticais ?s
sequ?ncias/tipos textuais, principalmente nos livros did?ticos de Portugu?s para os anos
iniciais do Ensino Fundamental. / This investigation aims at identifying, describing, analyzing and interpreting how textbooks
on Portuguese Language approach, beginning with the linguistic material, the effects of sense
in texts that predominately employ injunctives. The corpus of this study is comprised of six
collections of textbooks on Portuguese Language, which are part of the National Program
Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal
and the object of study for the Read/Tell Project of the Educational Observatory of the
Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades,
Elementary School, were analyzed ? 12 copies total. For the analysis, we selected 16 writing
proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a,
2001b) with regard to the genre of: inciting to action. In addition, we consider the work of
Koch and F?vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly
(2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to
discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e
Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider
Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in
injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making
toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the
4
th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the
linguistic elements responsible for the construction of directive speech acts and the effects on
sense produced by them, the data shows that 50% of the writing proposals do not exploit
linguistic categories that implicate the effects on sense using injunctives, or rather, there is no
work done dealing with linguistic analysis, while 33% mention the imperative mode and 17%
investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres
were studied and in them the linguistic materiality that vehicles injunction. This study might
contribute to the improvement of Portuguese language teaching in what concerns the
articulation of grammatical studies to textual sequences/types, mainly in the case of
Portuguese language textbooks for the 4th and 5th grades of Elementary School.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19925 |
| Date | 30 May 2014 |
| Creators | Oliveira, Lidemberg Rocha de |
| Contributors | 44405243468, http://lattes.cnpq.br/1239053356970371, Campos, Sulemi Fabiano, 58075259149, http://lattes.cnpq.br/4256675396235128, Campos, Maria In?s Batista, 95571833815, http://lattes.cnpq.br/9572384519070224, Rodrigues, Maria das Gra?as Soares |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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