Banca de QUALIFICAÇÃO: SERGIO HENRIQUE MENDES FERREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SERGIO HENRIQUE MENDES FERREIRA
DATE: 21/07/2023
TIME: 09:30
LOCAL: Plataforma RNP
TITLE:

From oral to written: teaching cause and consequence connectors through retextualization activities in middle school

KEY WORDS:

Sequential cohesion. Connectors. Cause. Consequence. Teaching.

PAGES: 56
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The development of reading and writing competence in Basic Education is one of the objectives foreseen in the documents that guide national education, so that students can achieve active participation in social practices of language use. The National Common Curricular Base (BNCC) reiterates this orientation when it suggests the approach of several discursive genres in different circulation supports. When dealing with the public sphere, the document favors journalistic genres (informative and opinionated), focusing on linguistic-discursive and semiotic strategies aimed at argumentation and persuasion (BRASIL, 2017). As a way to promote students' linguistic literacy, this research will follow the action-research methodology (TRIPP, 2005; THIOLLENT; COLETTE, 2014) in the construction of a didactic mediation for teaching cause and consequence operators in argumentative texts produced by students of a 9th grade class of middle school. The objectives are the following: (i) describe the students' linguistic knowledge regarding the use of cause and consequence operators through written productions carried out in the classroom; (ii) to develop a didactic mediation for the study and use of argumentative operators of cause and consequence through retextualization activities from oral to written (cf. MARCUSCHI, 2010). To achieve these objectives, didactic mediation provides for working with the textual genres opinionated commentary and opinion article, as they are texts that represent, respectively, the fields of speech and writing in the continuum proposed by Marcuschi (2010). The theoretical support of this research is based on authors such as Halliday and Hasan (1976), Koch (2002 and 2010), Koch and Elias (2014), who deal with sequential cohesion, in addition to Franchi (1991) and Vieira (2017), who propose a contextualized grammar teaching at the service of textual construction.

COMMITTEE MEMBERS:
Externo à Instituição - FABIO ANDRE CARDOSO COELHO - UFF
Presidente - 1328759 - GILSON COSTA FREIRE
Interno - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA