Banca de QUALIFICAÇÃO: THAMARA CRISTHINA DORNELAS RODRIGUES FARANI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THAMARA CRISTHINA DORNELAS RODRIGUES FARANI
DATE: 29/04/2025
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

Linguistic Diversity and Identity: Broadening Paths to Empowerment
Through Language

KEY WORDS:

Reading; retextualization; juvenile justice education; Child and

Adolescent Statute (ECA)

PAGES: 35
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The main documents that guide education in Brazil, such as the Base
Nacional Comum Curricular (BNCC) and the Parâmetros Curriculares

Nacionais (PCN), emphasize the importance of recognizing and valuing
the linguistic varieties present in the Portuguese language. It is essential
not only to acknowledge these varieties but also to legitimize them as
expressions of social identity. Based on this perspective, and considering
that this research will be carried out in a school located within a socio-
educational institution where students are serving detention (deprivation
of liberty), this project aims to expand students’ linguistic repertoire by
introducing them to a textual genre that uses the prestigious variety of the
language and that directly impacts their lives: the Statute of the Child and
Adolescent (ECA). This text, in addition to being written in formal
standard Portuguese, also has a normative legal nature, which might
initially make it seem even more distant from this group—precisely the
ones who need to understand it the most. Therefore, this work proposes a
process of retextualization, starting from the written text, moving to an
oral format, and then returning to a written version—this time, using a
linguistic variety closer to the students' own speech, in order to make the
ECA more accessible to them. Grounded in the theoretical contributions
of Almeida and Bortoni-Ricardo (2023) and Bagno (1999) on linguistic
variation and prejudice, Marcuschi (2010) on orality, Geraldi (2011),
Lajolo (1993), Koch and Elias (2016), and Gnerre (1991) on reading, as
well as Marcuschi (2010), Dell’Isola (2001), and Dolz, Noverraz, and
Schneuwly (2004) on retextualization, this study adopts the methodology
of action research. It proposes the development of a didactic sequence
inspired by the model of Dolz, Noverraz, and Schneuwly (2004),
including pre-reading, reading, debate, oral presentation, and writing
activities. The goal is to foster greater integration with the text genre,
improve reading comprehension, and enable the students to reproduce the
content in their own terms. Ultimately, the project aims to strengthen
students' self-esteem regarding their identity, promote meaningful
learning, and contribute to their social reintegration.

COMMITTEE MEMBERS:
Presidente - 1449160 - GERSON RODRIGUES DA SILVA
Interna - 1629233 - MARLI HERMENEGILDA PEREIRA
Externa à Instituição - LÚCIA MARIA DE ASSIS - UFF