O desafio de encontrar novas práticas para se trabalhar a produção textual em sala de aula
This analysis was characterized by the challenge theme to find new ways to work with text production in the classroom. The aim of the teaching of Portuguese set up by student learning reading, writing, production and interpretation of coherent texts. Therefore, it is believed that this research prov...
| Autor principal: | Teluski, Valdirene De Fátima Saragoza Fernandes |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/20987 |
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| Resumo: |
This analysis was characterized by the challenge theme to find new ways to work with text production in the classroom. The aim of the teaching of Portuguese set up by student learning reading, writing, production and interpretation of coherent texts. Therefore, it is believed that this research provided the inquiry and the suitability of new practices for this goal to be achieved. The main research focus settled on the disclosure and development practices to encourage reading and textual production, after analyzing data collected in research with students. Reading and analyzing the methods of Célestin Freinet cited by Imbernon (2010) and João Luís Gasparin (2002), it was possible to find new ways to encourage and teach text production to students of the XXI century. In this case, the students of the 7th year of the Secondary School and students of the 1st year of the Training of Teachers of Colégio Estadual Professor Aídes Nunes da Silva. Among the possible alternatives, settled consideration the context and reading preferences of students, conducting observations and the production of texts that could and can be eventually rewarded, and may even be published. This research was exposed in this paper called The challenge to find new practices to work the textual production in the classroom, and was designed by field investigation, namely type of research in which proceeds to the collection of data from a specific group of people, considering, in this case, aspects qualitative, not quantitative (FONSECA (2002) cited by GERHARDT and SILVEIRA (2009, p.40). According to the conclusion of the study, there was a lag in the practice of reading habits of the investigated students, which reflected in a shortfall in the development of critical reflection of these students and in the their production of autonomous text. This situation, then, suggests the need for challenging pedagogical interventions that require teachers and the school community as a whole greater commitment, preparation and search for alternatives, as seen in the works of Célestin Freinet cited by Imbernon (2010) and Gasparin (2002), for example. |
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