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Previous issue date: 2014-02-25 / Com o prop?sito de desvelar a natureza e a pertin?ncia dos saberes por que se
orienta o professor no processo de avalia??o do texto argumentativo, configurado no g?nero artigo de opini?o, produzido em situa??o escolar, investigam-se textos escritos por alunos de duas turmas do 3? ano do Ensino M?dio, de uma escola da rede p?blica de Natal?RN, e por seus respectivos professores. O corpus analisado perfaz um total de dezesseis textos, sendo quatro deles correspondentes ? produ??o de dois docentes (duas produ??es por professor) e doze referentes ? produ??o de seis alunos (duas produ??es por aluno, sendo tr?s alunos por turma). Todo o material relativo ? produ??o desses sujeitos foi coletado ao longo do ano letivo de 2008, com especial tratamento para as produ??es discentes, que somente eram recolhidas ap?s serem submetidas ? avalia??o docente. Fazendo ancoragem em saberes da lingu?stica textual, da an?lise do discurso, da teoria da enuncia??o e da est?tica da recep??o, procedeu-se ? an?lise das produ??es, que, observando a proposta metodol?gica, se realizou em duas etapas: em um primeiro momento,
analisaram-se as produ??es discentes e docentes, em separado, tendo por fim verificar que saberes sobre o objeto esses sujeitos revelavam j? haver assimilado. Em um segundo momento, compararam-se os dois conjuntos (os textos de cada professor com os textos de seus respectivos alunos). A pretens?o consistia em desvendar a exist?ncia (ou n?o) de uma conex?o entre os saberes subjacentes ? produ??o textual desses professores e aqueles saberes por eles manifestos no ato avaliativo quando das interven??es realizadas sobre as produ??es dos aprendizes. Constatou-se que h? uma estreita correla??o entre os saberes revelados nessa a??o e aqueles evidenciados em suas produ??es escritas, o que se constitui em um forte argumento para validar a tese de que os professores se mostram, ainda, pouco
proficientes no desempenho de seu papel de produtores e avaliadores de textos. / This study has investigated texts written by students from two high school- 3
rd grade
classrooms, a public school in Natal- RN, and their teachers in order to reveal the
nature and relevance of the knowledge that has oriented the teacher in the process
of evaluation of argumentative text, set in the genre, opinion article, produced in the
school setting. The corpus analyzed is compound with a total of sixteen texts, four of
them corresponding to the production of two teachers (two productions per teacher)
and twelve on the production of six students (two productions per student, with three
students per class). All material on the production of these subjects was collected
throughout the 2008 school year, with special attention for students? productions,
which were collected only after being subjected to teacher evaluation. Working
knowledge of text linguistics, discourse analysis, the theory of enunciation and the
aesthetics of reception, we proceeded to the analysis of production, which in
according to the methodological proposal, it was held in two stages: at first, the
student and faculty productions were analyzed, separately, in order to verify what
knowledge about the object these subjects revealed to have already assimilated.
Secondly, two sets were compared (each teacher's texts with the texts of their
students). The intention was to unravel the existence (or not) of a connection
between the underlying knowledge to the textual production of these teachers and
their knowledge manifested in the evaluative act when the interventions made on the
productions of the learner. It was found that there is a close correlation between the
knowledge revealed in this action and those evidenced in their written productions,
which constitutes a strong argument to validate the thesis that teachers also have
been shown little proficient in performing their role as producers and evaluators of
texts.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19276 |
| Date | 25 February 2014 |
| Creators | Lopes, Maria do Carmo Fernandes |
| Contributors | 10790926172, http://lattes.cnpq.br/7415412765980423, Leal, Leiva de Figueiredo Viana, 28262166787, http://lattes.cnpq.br/5179640093644398, Leite, Luci Banks, 04388143804, http://lattes.cnpq.br/6096748963079181, Oliveira, Maria Bernadete Fernandes De, 04761391472, http://lattes.cnpq.br/2661324075394215, Araujo, Marta Maria De, 05748895404, http://lattes.cnpq.br/6905794496420579, Amarilha, Marly |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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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