Banca de DEFESA: ANDREIA CRISTINA JACURÚ BELLETTI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ANDREIA CRISTINA JACURÚ BELLETTI
DATA : 13/08/2019
HORA: 16:00
LOCAL: PPG sala 04
TÍTULO:

Logic-discursive skills in the genre review: a proposal for retextualization and rewriting

PALAVRAS-CHAVES:

Writing, process, review ,competences, logical-discursive skills.

PÁGINAS: 60
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

After observing the written productions of the students and their low performances in the external bimonthly evaluations analyzed by descriptors and levels of income, it was observed the need to promote an inclusion of the learner in their teaching-learning. Thus, in order to show students the importance of written language and its use in society, this research has as general objective: to develop a didactic sequence to work the descriptor D15, aimed at establishing textual cohesion, from the production of the genre review. It is hypothesized that a specific work with such an argumentative genre as the specific descriptor will aid in the development of discursive competence in the textual productions of students. For this, three specific objectives were developed: a) To work the textual production as a process in which the text needs to be written, revised and rewritten. b) To explore the structure and social function of the genre review and c) Show that each logical-discursive operator has a specific function in the articulation of sentences, periods and paragraphs to clearly express the thought for the reader. The theoretical and practical questions are based on the discussions about the organization of the written text, based on authors such as Koch and Elias (2017); on the considerations of PCN (1997) and BNCC (2017); the importance of the repair (rewriting step of the same text) in studies done by Luiz Antônio Marcuschi (2003), Beth Marcuschi (2010); with respect to retextualization (transition from one genre to another) with Matencio (2002), Dell'Isola (2007) and Marcuschi (2010); the conception of textual genre according to Bakhtin (2011), and Schneuwly and Dolz (2004) approaches on didactic sequence. The research is qualitative and the whole process was analyzed through the action research, described by Thiollent (2011) in the collaboration between teacher and student, in a class of ninth grade of Abrahão Jabour Municipal School, located in Jabour neighborhood, west of the city of Rio de Janeiro. Through the retextualization and rewriting of the texts it was possible to work the difficulties encountered in the use of the language as well as in the structure, cohesion and coherence of the text. Some students have excelled in the advances achieved in their levels of writing proficiency, others not so much, but all have realized that writing is a process, involving several stages: writing, rewriting, revision and final production. Such steps have made the learner develop a greater awareness of their writing skills as well as the procedures to learn how to plan, monitor and evaluate the whole process. As a conclusion of the work done by the students, a review book was produced and made available in the reading room of the school to publicize its collection.

MEMBROS DA BANCA:
Externo à Instituição - FABIO ANDRE CARDOSO COELHO - UFF
Presidente - 1629233 - MARLI HERMENEGILDA PEREIRA
Interno - 1795701 - ROZA MARIA PALOMANES RIBEIRO