Banca de DEFESA: SIMONE DA CONCEIÇÃO JANUÁRIO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SIMONE DA CONCEIÇÃO JANUÁRIO
DATE: 11/07/2022
TIME: 09:30
LOCAL: Plataforma RNP
TITLE:

Authorship and individual insertion processes: developing reading and writing in the school environment

KEY WORDS:

Análise do discurso, autoria, ensino.

PAGES: 131
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This work presents a proposal for reading and writing activities aimed at the second segment of elementary education from reflections sustained in the Materialist Discourse Analysis, which has Michel Pêcheux (1975) as its precursor in France and in Brazil is developed by Eni Orlandi 91999, 2009), among other researchers. The aim is to analyze possible effects of the application of AD by mobilizing it as a basis for Portuguese language classes to promote reading and writing practices in elementary school, in municipal public schools in the city of Rio de Janeiro, the network to which the work was carried out. thought. The proposals were designed for eighth grade classes, and can also be extended to the ninth grade, audience for which I thought a textual archive that brings not only the theme, but the writing itself, the daily life and the collectivity of the black and peripheral people. and, in addition, the writing of black authors. To mediate and guide this textual selection, I relied on Conceição Evaristo’s theory of “writing”, theorized by Duarte and Nunes (2020). The activities propose oral and written reading activities for the formation of discursive memory that take the student to the writing process, where he will occupy the position of subject-author, without, necessarily or necessarily being limited to the reproduction of ready-made meanings, being able to produce his reading. from their interpretive gestures. The literary texts will do the work of interdisciplinarity between Literature and AD, in addition to meeting the option for narrative as a way of structuring. The texts that form the archive will be composed by Evaristo (2014), Cuti (2016), Lourenço (2013, 2022), Emicida (2020), Ferréz (2020), among many others. The first two phases of the activity propose oral and dynamic readings and suggest interactions between the class, seeking reflections on peripheral experiences, the third phase proposes readings and brief productions and promotes collective authorship, with texts that reflect on, in addition to the peripheral experience. , the identity of this periphery and the fourth and final phase proposes a collection of written productions by each student, with the aim of sharing writing and gestures of reading and authorship. For reflections on AD and its concepts, I point out the contributions of Orlandi (2009), Orlandi and Lagazzi-Rodrigues (2017) and Pêcheux (2006). To think and analyze the role of reading and writing in the school environment and the text, reading and writing in a discursive perspective, I point to Orlandi (1998, 1999, 2009, 2012, 2014 and 2017)), Fernandes (2019), Rodrigues and Moraes (2020). Indursky (2001, 2017 and 2019). Althusser's sociological perspective (1980) also guided the reflections and, in addition to it, Freire's conception of education, through Freire (1987, 1989, 1996) conducts the linguistic and pedagogical practice that I propose.

BANKING MEMBERS:
Externa à Instituição - ANDRÉA RODRIGUES - UERJ
Presidente - 1309144 - RIVIA SILVEIRA FONSECA
Interno - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA