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Previous issue date: 2014-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Nesta pesquisa, discutimos a rela??o entre o desenvolvimento da habilidade escritora
e o g?nero poema no microespa?o-tempo sala de aula. A referida pesquisa foi realizada com
21 alunos do 6? ano, turma ?A? do Ensino Fundamental, na faixa et?ria entre 10 e 12 anos, da
Escola Municipal Professor Zuza ? Natal /Rio Grande do Norte. Demonstra a possibilidade de
o aluno desenvolver e avan?ar em sua habilidade escritora, desde que seja colocado em
situa??es de aprendizagens, intencionalmente planejadas e estruturadas, para esse fim. Nosso
objetivo, portanto, ? investigar o desenvolvimento da habilidade escritora no microespa?otempo
sala de aula, mediado pela Pesquisa Colaborativa, pelo processo de elabora??o
conceitual e a escrita do g?nero poema. Utilizamos, como referencial te?rico, os estudos e
pesquisas de Vygotsky (1991, 2008) e seus seguidores, para quem o desenvolvimento do
processo ensino-aprendizagem ? constru?do na rela??o do indiv?duo com seu ambiente
sociocultural e na intera??o com outras pessoas; os princ?pios metodol?gicos da abordagem
qualitativa ? Bogdan e Biklen (1994) e Ludke e Andr? (1986) ?, por considerar a sua
pertin?ncia neste trabalho, uma vez que permite examinar o campo emp?rico e proporcionar
dados com potencial para nos ajudar a esclarecer o objeto de estudo e a Pesquisa Colaborativa
? Ibiapina (2007, 2008, 2009), Ibiapina e Ferreira (2011), Ferreira (2007, 2009a; 2009b),
Magalh?es (2009), Magalh?es e Fidalgo (2011), Liberali (2011, 2012), entre outros ? devido
? sua import?ncia no que se refere ? mobiliza??o e contribui??o para a emancipa??o dos
part?cipes, particularmente, na produ??o da escrita e no desenvolvimento de outras linguagens
? Bakhtin (2010), Koch e Elias (2011); Marcuschi (2008), Mois?s (2008); Jos? (2003),
Altenfelder e Almerim (2010), Goldstein (2012) e outros. Este ? um trabalho que privilegia o
desenvolvimento da habilidade escritora e da personalidade do aluno. Conclu?mos que os
alunos foram capazes de avan?ar em sua habilidade escritora, al?m de desenvolverem h?bitos
e atitudes de colabora??o e participa??o, o que aponta para a perspectiva de continuidade
dessa aprendizagem. / In this research, we discussed the relationship between the development of the ability to write
and the poem as a genre in the classroom?s micro space-time. This research was carried out
with 21 students in the 6th grade, class "A" of elementary school, aged between 10 and 12
years, in the Municipal School Professor Zuza - Natal / Rio Grande do Norte. We pursue to
show the capability of the students to develop and advance their writing skills, since they are
driven in situations of learning, which were intentionally structured and planned for this
purpose. Our objective is to investigate the development of writing skills in the classroom?s
micro time-space, mediated through Collaborative Research, through the process of
conceptual elaboration and writing poem as a genre. We used as a theoretic referential the
researches and studies of Vygotsky (1991, 2008) and his followers, for whom the
development of the teaching-learning process is built in the relationship of the individual with
his sociocultural environment and his interaction with other people; the methodological
principles of qualitative approach ? Bogdan and Biklen (1994) and Ludke and Andr? (1986),
? by considering their relevance in this work, once it allow us to examine the empiric field
and provide potential data to help us clarify the object of study and the Collaborative
Research ? Ibiapina (2007, 2008, 2009), Ibiapina and Ferreira (2011), Ferreira (2007, 2009a;
2009b), Magalh?es (2009), Magalh?es and Fidalgo (2011), Liberali (2011, 2012), among
others ?, given their importance as regards the mobilization and contribution to the
emancipation of the participants, particularly, in the production of writing and the
development of other parlance ? Bakhtin (2010), Koch e Elias (2011); Marcuschi (2008),
Mois?s (2008); Jos? (2003), Altenfelder e Almerim (2010), Goldstein (2012) among others.
This is a study that is justified by the emphasis on the development of writing skills and the
student?s personality. We conclude that the students were able to advance in their writing
skills and develop habits and skills of collaboration and participation, which points to the
prospect of continuity of learning.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24567 |
| Date | 25 February 2014 |
| Creators | Ferreira, Geizy Maria de Castro |
| Contributors | 08595224404, Andrade, Jo?o Maria Valen?a de, 28262441400, Ferreira, Maria Salonilde, 02903890463, Ibiapina, Ivana Maria Lopes de Melo, 22144749353, Cabral, Marlucia Barros Lopes, 47354089400, Gois, Francisca Lacerda de |
| Publisher | 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/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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