Banca de QUALIFICAÇÃO: ALISON DOUGLAS LIMA DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALISON DOUGLAS LIMA DA SILVA
DATE: 25/10/2022
TIME: 09:00
LOCAL: Sala virtual do google meet
TITLE:

TEXTUAL GENRES AND PORTUGUESE LANGUAGE TEACHING: REFLECTIONS ON TEACHERS' LITERACY PRACTICES

KEY WORDS:

Portuguese Language Teaching.  Literacy Practices. Textual Genres.

PAGES: 95
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The main objective of this study is to analyze the literacy practices of two teachers from a rural school in the town of São Luís do Quitunde in Alagoas, a state in the northeast of Brazil, in relation to the teaching of the Portuguese Language and approaching textual genres. The theoretical foundation is anchored in the theoretical assumptions of Literacy Studies from a sociocultural perspective (STREET, 1984; 2013; 2014), which investigate school literacy practices (KLEIMAN, 1995, 2007, 2010; SOARES, 2003a, 2009, 2010),and multiple/multiliteracy (ROJO, 2009; 2010; 2012), in dialogue with the discussions that discuss language conceptions (BAKTHIN, 1997, 2006; GERALDI, 2011; TRAVAGLIA, 2009) and that relate to Portuguese Language teaching practices (KOCH, 2002; DORETTO; BELOTI, 2011; GOMES, 2010, 2014) and the approach of textual genres in the context of teaching (MARCUSCHI, 2008, 2010), among others. This is a qualitative field research carried out under the ethnographic approach, through which the following data collection techniques are used: participant observation, field notes, document analysis, questionnaire application and interviews. The analysis of the partial data collected so far reveals evidence that the conception of language as a communication instrument guides the pedagogical practices of the two teachers in a predominant way. Therefore, it has pedagogical implications in relation to the teaching of the Portuguese Language, especially regarding the approach to texts and to reading and writing activities that, in general, are directed to the study of decoding, to the analysis of linguistic forms and to the structural aspects of texts. Although the teaching practices analyzed comprehend a work with different textual genres that circulate socially, the social contexts of uses of language practices and of multiple/multiliteracies are disregarded. Finally, we observed that the pedagogical practices are related to the autonomous model, although teachers recognize the idea that the term literacy represents the social practices of reading and writing.

BANKING MEMBERS:
Presidente - 2346585 - YANA LISS SOARES GOMES
Interna - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Externa à Instituição - NÁDSON ARAÚJO DOS SANTOS - UFAC