Banca de DEFESA: ANGELA HELENA VIEIRA FERREIRA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : ANGELA HELENA VIEIRA FERREIRA
DATE: 30/04/2021
TIME: 13:30
LOCAL: Plataforma RNP
TITLE:
The selection interview genre: improving orality in youth and adult education.
KEY WORDS:
Orality teaching. Youth and Adult Education. Job selection interview.
This dissertation proposes a reflection on the importance of working formal public speaking, in a systematic way, with students of Youth and Adult Education (EJA). Traditionally, Portuguese teachers tend to value written language more than oral language for reasons of prestige, demand for written productions in tests, among other communicative instances. This causes the orality to be poorly worked, under the argument that, in speech, almost everything is allowed, but in writing, it is not. The teaching of oral language at school should provide students with access to more formal or conventional use of language, considering the importance that dominating the public word has in the exercise of citizenship (BRASIL, 1997). Based on the teaching experience of the researcher teacher with EJA students, observing their expectations and a considerable desire to enter the formal job market, this dissertation reflects on the improvement of formal orality in classroom. This research is based on the theoretical assumptions of interactionist sociolinguistics, pragmatics and textual linguistics, reinforcing the premise that the role of the Portuguese teacher is to equally value speech and writing within the multiple contextual possibilities of communication. Considering the job selection interview as a genre that provides the teaching of many skills, expanding the communicative competence and broadening the horizons of knowledge, the general objective of this dissertation is to develop a didactic sequence for the job market with the job selection interview genre aimed at students of EJA. The specific purposes of this research are: (i) to accomplish activities to adapt speech to more formal situations, exploring linguistic and non-linguistic ways (such as the importance of non-verbal communication through gestures and body expressions); (ii) to explore the structural, functional and stylistic characteristics of the job selection interview genre and, (iii) to provide communicative situations approaching actual usage practices, with diversified dynamics and activities such as interviews and others that require orality. The methodology of this research is anchored in the qualitative approach, of an applied nature. The diagnosis took place at the Municipal School Marechal Pedro Cavalcanti, with class 163, from the Youth and Adult Education Program (PEJA), in the PEJA II, Block II segment, referring to the final year (9th) of elementary school. The didactic sequence, aimed at improving the oral language, covered the following topics: use of forms of treatment, use of politeness strategies and the maxims of the Cooperative Principle, postulated by Grice (1982), standards of textuality such as informativity and situationality (BEAUGRANDE; DRESSLER, 1981 apud KOCH; TRAVAGLIA, 1993). It is expected that the results of this research, originating from the application of the proposed didactic sequence, will be the effective improvement of the student's formal orality and the awareness that learning is a continuous and useful process in all senses.
PAGES: 114
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:
This dissertation proposes a reflection on the importance of working formal public speaking, in a systematic way, with students of Youth and Adult Education (EJA). Traditionally, Portuguese teachers tend to value written language more than oral language for reasons of prestige, demand for written productions in tests, among other communicative instances. This causes the orality to be poorly worked, under the argument that, in speech, almost everything is allowed, but in writing, it is not. The teaching of oral language at school should provide students with access to more formal or conventional use of language, considering the importance that dominating the public word has in the exercise of citizenship (BRASIL, 1997). Based on the teaching experience of the researcher teacher with EJA students, observing their expectations and a considerable desire to enter the formal job market, this dissertation reflects on the improvement of formal orality in classroom. This research is based on the theoretical assumptions of interactionist sociolinguistics, pragmatics and textual linguistics, reinforcing the premise that the role of the Portuguese teacher is to equally value speech and writing within the multiple contextual possibilities of communication. Considering the job selection interview as a genre that provides the teaching of many skills, expanding the communicative competence and broadening the horizons of knowledge, the general objective of this dissertation is to develop a didactic sequence for the job market with the job selection interview genre aimed at students of EJA. The specific purposes of this research are: (i) to accomplish activities to adapt speech to more formal situations, exploring linguistic and non-linguistic ways (such as the importance of non-verbal communication through gestures and body expressions); (ii) to explore the structural, functional and stylistic characteristics of the job selection interview genre and, (iii) to provide communicative situations approaching actual usage practices, with diversified dynamics and activities such as interviews and others that require orality. The methodology of this research is anchored in the qualitative approach, of an applied nature. The diagnosis took place at the Municipal School Marechal Pedro Cavalcanti, with class 163, from the Youth and Adult Education Program (PEJA), in the PEJA II, Block II segment, referring to the final year (9th) of elementary school. The didactic sequence, aimed at improving the oral language, covered the following topics: use of forms of treatment, use of politeness strategies and the maxims of the Cooperative Principle, postulated by Grice (1982), standards of textuality such as informativity and situationality (BEAUGRANDE; DRESSLER, 1981 apud KOCH; TRAVAGLIA, 1993). It is expected that the results of this research, originating from the application of the proposed didactic sequence, will be the effective improvement of the student's formal orality and the awareness that learning is a continuous and useful process in all senses.
BANKING MEMBERS:
Externa à Instituição - ELIETE FIGUEIRA BATISTA DA SILVEIRA - UFRJ
Presidente - 1629233 - MARLI HERMENEGILDA PEREIRA
Interna - 1769267 - TANIA MIKAELA GARCIA ROBERTO