Mestrado Profissional em Educação

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http://repositorio.ufes.br/handle/10/17593

Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Educação por Assunto "Alfabetização discursiva"

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    Produção de textos na alfabetização: por uma proposta discursiva
    (Universidade Federal do Espírito Santo, 2019-09-17) Potkul, Renata Strzepa; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; https://orcid.org/0000-0003-1821-8254; http://lattes.cnpq.br/3183287088031932; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Coco, Dilza; https://orcid.org/0000-0001-8371-8517; http://lattes.cnpq.br/3131702431327694; Silva, Dulcinea Campos; https://orcid.org/; http://lattes.cnpq.br/0081472286593661
    The work integrates the studies of the research line Educational Practices, Diversity and School Inclusion of the Post-Graduate Program of Professional Master's in Education of the Federal University of Espírito Santo. It is a case study, developed in a school in the municipal network of Vila Velha / ES with a class of 3rd year of elementary school, aiming to understand how children produce texts in literacy. It is based on the Bakhtinian approach to language, from the conception of enunciative discursive language, and the studies of João Wanderley Geraldi, especially with regard to the conditions of text production. In Vygotsky, we try to elaborate a dialogue about pedagogical mediation in the production of texts. These theoretical perspectives guided the research procedures and the analyzes carried out on the empirical material produced with the children, considered in this study as active and responsive subjects. The data were produced using techniques such as participant observation, interviews, audio and video recordings. Considering these data, the analyzes were organized into two categories - Production of texts and production conditions and Production of texts and linguistic analysis -, taking into account aspects (considered relevant) of situations of text production. It was possible to verify the urgency of adopting the text as a teaching unit for the creation of a dialogical space in the classroom, which is inhabited by socio-historical subjects and in which, through interaction and interlocution, production situations are provided from the conditions of production. Thus, subjects can share different knowledge as part of the process of meaning production and, in the process of producing texts, educational work can occur, integrating the discursive (discursive project) and linguistic (working with knowledge of the language).