Banca de DEFESA: JULIANA MARCELINO DE LIMA BARCELLOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JULIANA MARCELINO DE LIMA BARCELLOS
DATE: 09/11/2021
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

IT TURNED MEME, TURNED HEADLINES: RETEXTUALIZATION AS A STRATEGY FOR TEACHING TEXTUAL PRODUCTION IN ELEMENTARY EDUCATION

KEY WORDS:

Contextual Adequacy. Retextualization. Written Skills. Meme. News.

PAGES: 104
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The Common National Curriculum Base (BNCC) prioritizes the teaching of the Portuguese language from textual typologies and genres. However, as it has been effectively implemented recently, teachers still do not fully develop the competencies and skills provided for in the document. And it is extremely worrying the fact that students start the 6th year and continue with Elementary School, reaching the 9th year, without developing writing skills provided for in this document and in other official educational documents, such as the National Curriculum Parameters (PCNs), which are well before the Base. This problem points to the need for transformations in the practice of teaching the Portuguese language, which traditionally leaves little room for working with issues related to the systematization of the teaching of writing and rewriting. However, it is possible to conduct diversified pedagogical practices, in an innovative environment, dealing with various themes, in a creative way, and taking into account the students' daily lives, their previous knowledge, their interests, as well as their curricular needs. The advent of Linguistics studies on the teaching of reading and writing brought relevant contributions from a theoretical point of view. Scholars such as Marcuschi (2006), Koch (2002), Dolz and Schneuwly (2004), among others, present theories in which the idea of texts as social events is inserted, in which subjects are seen as protagonists in their productions and in textual analyses. From this perspective, texts become social activities and no longer an instrument to verify knowledge of grammatical norms. From this perspective, the socio-communicative, historical and cultural situation for working with texts must be taken into account. It is in the context of these theories and propositions about the teaching of reading and writing that the work presented here is located, whose main objective is to enable students from state schools to have greater inclusion in literate practices, in which the focus will be on narration, which is present in various textual genres such as news, chronicles, short stories, novels, stories, movies and even on social networks. For the execution of the proposal, a didactic sequence will be presented, from the methodological approach elaborated by Dolz, Noverraz and Schneuwly (2004), with activities that include works of reading analysis, of retextualization, from the postulations of Dell'Isola (2008), from memes to online news, which will enable students to approach the topic of interest and a systematic and planned learning process in relation to textual production and reading. Thus, it is expected to contribute to the socio-educational integration of these students, favoring their learning, the rescue of confidence in their potential, and expanding their possibilities for citizen participation.

BANKING MEMBERS:
Externa à Instituição - ANA CRISTINA DOS SANTOS MALFACINI - UERJ
Interna - 1735678 - ANGELA MARINA BRAVIN DOS SANTOS
Presidente - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA