Banca de QUALIFICAÇÃO: FLAVIO COSME ROCHA DE LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FLAVIO COSME ROCHA DE LIMA
DATE: 26/08/2020
TIME: 15:30
LOCAL: Plataforma RNP
TITLE:

STUDY AND USE OF TER, HAVER AND EXISTIR IN FUNDAMENTAL EDUCATION: A COLLABORATIVE LEARNING PROPOSAL

KEY WORDS:

Teaching existential verbs; textual genres; collaborative learning.

PAGES: 47
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This project presents a collaborative learning proposal (TORRES and IRALA, 2014) for the study and use of the verbs ter, haver and to existir in the 7th year of Elementary School. The linguistic studies point to the preference of the form ter in the existential constructions in orality (DUARTE, 2003; CALLOU and AVELAR, 2000; VITÓRIO, 2010; DUTRA, 2000), but, at school, the student comes to know the use of the verbs haver and existir based on the description of normative grammars. A didactic circuit is suggested so that the student gets in touch with the various possibilities of existential constructions and learns to use them in contexts of orality and writing, considering the interlocutor of the texts. It starts from the continuous orality-literacy (BORTONI-RICARDO, 2004, 2005), passing through the continuous circular orality-writing-orality (BRAVIN DOS SANTOS, 2018). For this circuit, it is intended to use several textual genres (MARCUSCHI, 2010), including digital ones such as the fanfic. The main objective, therefore, of the proposal is to contribute to the knowledge, on the part of the students of the 7th year of elementary school, of the verbs ter, existir and haver and their relationship with aspects of orality and writing of Portuguese as their native language. The hypothesis that directs the circuit is that the study and use of these verbs, in Elementary School, must be associated with the language in use by the student, with the textual genres of orality and writing, with the relationship with the interlocutor of the produced text and with the metalinguistic reflection . We will relate the collaborative learning approach to aspects of the active language teaching methodology (MORÁN, 2015) to support the idea that the native language teacher can act as a mediation agent for the learning of the mentioned verbs, presenting the possibilities of uses in written and oral. The student will be the agent of this pedagogical action through which he builds and applies the learned knowledge.

BANKING MEMBERS:
Externa à Instituição - KAREN SAMPAIO BRAGA ALONSO - UFRJ
Presidente - 1735678 - ANGELA MARINA BRAVIN DOS SANTOS
Interno - 1328759 - GILSON COSTA FREIRE