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Previous issue date: 2013-01-30 / The discussion about the need of improving the reading and the writing practices of
professionals from the most different knowledge areas has caused, in Brazilian and foreign
institutions of higher education, a movement of insertion of curricula components whose
focus is the reading and the writing in academic formation. To contributing with the reflection
about that discussion, this master s degree dissertation has as object of study the situated
linguistic formation. Our general objective is to analyze a linguistic formation proposal to
graduating students from the Bachelor s degree in Science and Technology (BCT) of the
Federal University of Rio Grande do Norte (UFRN). To constructing that analysis, we have
established four specific objectives: a) verifying if the ten brazilian Institutions of Higher
Education which offer the BCT have curricula components of reading and writing directed to
that formation; b) describing how these Bachelor s degree reading and writing curricula
components are presented; c) examining differences and similarities which, in general, exist
among curricula components related to reading and writing in each one of the researched
institutions; d) revealing which categories delineate the linguistic formation developed in the
BCT of the UFRN. In order to reaching our goals, this work has been based on the dialogical
conception of the language (BAKHTIN [1952-1953] 2010), on the literacy studies
(KLEIMAN [1995] 2008; TINOCO, 2008) and on the critical pedagogy (FREIRE, 1980;
2007). Methodologically, this qualitative research of ethnographic direction (ANDR?, 1995)
is grounded in Applied Linguistics (PEREIRA; ROCA, 2009; PASCHOAL; CELANI
(Orgs.), 1992). This research has the contribution of professors, scholars and monitors of the
field of Reading and Writing Practices (PLE) and also graduating students from the UFRN
BCT which had already studied PLE-I and/or PLE-II. The tools used for data
collection/generation were: curricula components programs related to reading and writing in
the BCT in the researched higher education institutions (IES), questionnaires, semi-structured
interviews and profiles. The generated data allowed us to establish the following analysis
categories: situationality (real situation, thematic contemporaneity and thematic focalization)
and literacy projects (learning community and protagonism). The results achieved show that
most IES which offer BCT worry about improving the reading and writing competences of
their graduating students; however, there is still a lot to be done (increase of the number of
class hours, contents and methodological aspects review, theoretical referential sophistication)
so that the curricula components can be configured as a situated and significant linguistic
formation. Finally, we make some suggestions for improving the work which has been made
in the BCT of the UFRN, making then the mother tongue teaching in courses of the area of
exact and technological sciences stronger / O debate em torno da necessidade de aprimoramento das pr?ticas de leitura e escrita de
profissionais das mais diferentes ?reas do conhecimento vem ocasionando, em institui??es
brasileiras e estrangeiras de ensino superior, um movimento de inser??o de componentes
curriculares cujo foco ? a leitura e a escrita na forma??o acad?mica. Para contribuir com a
reflex?o em torno desse debate, esta disserta??o tem como objeto de estudo a forma??o
lingu?stica situada. O nosso objetivo geral ? analisar uma proposta de forma??o lingu?stica
voltada para graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT) da Universidade
Federal do Rio Grande do Norte (UFRN). Para construir essa an?lise, estabelecemos quatro
objetivos espec?ficos: a) verificar se as dez Institui??es de Ensino Superior (IES) brasileiras
que oferecem o BCT contam com componentes curriculares de leitura e escrita voltados para
essa forma??o; b) descrever como se apresentam os componentes curriculares de leitura e
escrita desses bacharelados; c) examinar diferen?as e semelhan?as que, no geral, existem
entre os componentes curriculares voltados para a leitura e a escrita em cada uma das
institui??es pesquisadas; d) explicitar que categorias delineiam a forma??o lingu?stica
desenvolvida no BCT da UFRN. A fim de alcan?armos os nossos objetivos, fundamentamonos
na concep??o dial?gica da linguagem (BAKHTIN [1952-1953] 2010), nos estudos de
letramento (KLEIMAN [1995] 2008; TINOCO, 2008) e na pedagogia cr?tica (FREIRE, 1980;
2007). Metodologicamente, esta pesquisa qualitativa de vertente etnogr?fica (ANDR?, 1995)
ancora-se na Lingu?stica Aplicada (PEREIRA; ROCA, 2009; PASCHOAL; CELANI (Orgs.),
1992). Colaboram nesta pesquisa professores, bolsistas e monitores da ?rea de Pr?ticas de
Leitura e Escrita (PLE) e tamb?m graduandos do BCT da UFRN que j? cursaram PLE-I e/ou
PLE-II. Os instrumentos utilizados para a coleta/gera??o de dados foram: programas dos
componentes curriculares voltados para a leitura e a escrita nos BCT nas IES pesquisadas,
question?rios, entrevistas semi-estruturadas e perfis. Os dados gerados nos permitiram
estabelecer as seguintes categorias de an?lise: situacionalidade (situa??o real,
contemporaneidade tem?tica e focaliza??o tem?tica) e projetos de letramento (comunidade de
aprendizagem e protagonismo). Os resultados alcan?ados salientam que a maioria das IES que
oferece o BCT j? se preocupa em aprimorar as compet?ncias de leitura e escrita de seus
graduandos; entretanto, ainda h? muito a ser feito (amplia??o de carga hor?ria, revis?o de
conte?dos e de aspectos metodol?gicos, refinamento de referencial te?rico) para que os
componentes curriculares venham a se configurar como uma forma??o lingu?stica situada e
significativa. Por fim, tecemos algumas sugest?es para o aprimoramento do trabalho que j?
vem se desenvolvendo no BCT da UFRN, fortalecendo assim o ensino de l?ngua materna em
cursos da ?rea de ci?ncias exatas e tecnol?gicas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16255 |
| Date | 30 January 2013 |
| Creators | Monte, Tayn? Cavalcanti de Paiva |
| Contributors | CPF:77779932400, http://lattes.cnpq.br/1417959539739192, Silva, Jos? Romerito, CPF:13052853449, http://lattes.cnpq.br/3019853017228573, Oliveira, Maria do Socorro, CPF:07106335487, http://lattes.cnpq.br/6720657795281498, Silva, Simone Bueno Borges da, CPF:11220476811, http://lattes.cnpq.br/8432420526734066, Tinoco, Glicia Marili Azevedo de Medeiros |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| 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:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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