From the diary to the petition: transition between discursive worlds and language skills in the progression of learning

Autor: Santos, Thaís Cavalcanti dos
Přispěvatelé: Universidade Estadual Paulista (Unesp), Manzoni, Rosa Maria [UNESP]
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Repositório Institucional da UNESP
Universidade Estadual Paulista (UNESP)
instacron:UNESP
Popis: Submitted by Thaís Cavalcanti dos Santos (thatacari@gmail.com) on 2020-05-03T02:42:24Z No. of bitstreams: 1 dissertação final.pdf: 8599077 bytes, checksum: 2dec7a3a578e6bbcfa9a439a6b491cfe (MD5) Submitted by Thaís Cavalcanti dos Santos (thatacari@gmail.com) on 2020-05-03T02:42:24Z No. of bitstreams: 1 dissertação final.pdf: 8599077 bytes, checksum: 2dec7a3a578e6bbcfa9a439a6b491cfe (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Submitted by Thaís Cavalcanti dos Santos (thatacari@gmail.com) on 2020-05-03T02:42:24Z No. of bitstreams: 1 dissertação final.pdf: 8599077 bytes, checksum: 2dec7a3a578e6bbcfa9a439a6b491cfe (MD5) Submitted by Thaís Cavalcanti dos Santos (thatacari@gmail.com) on 2020-05-03T02:42:24Z No. of bitstreams: 1 dissertação final.pdf: 8599077 bytes, checksum: 2dec7a3a578e6bbcfa9a439a6b491cfe (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Made available in DSpace on 2020-05-04T00:31:04Z (GMT). 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No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Made available in DSpace on 2020-05-04T00:31:04Z (GMT). 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No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-05-04T00:31:04Z (GMT) No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 Made available in DSpace on 2020-05-04T00:31:04Z (GMT). No. of bitstreams: 1 santos_tc_me_bauru.pdf: 8516640 bytes, checksum: 24c9a06edf57d53ffea6123267c189c3 (MD5) Previous issue date: 2020-03-04 C'est une recherche d'intervention pédagogique qui vise à identifier les possibles transferts et adaptations opérés dans les capacités langagières et dans la mobilisation des concepts lors de la production de genres de différents groupes (journal intime et pétition). La recherche théorique est basée à la fois sur la psychologie historique et culturelle, à travers des contributions sur l'apprentissage et le développement, avec la notion de zone de développement proximal, et sur le processus de formation de concepts spontanés et scientifiques (VIGOTSKI, 1991, 2009) et l'interactionnisme Sociodiscursive, dans laquelle nous soutenons la notion de genre comme instrument favorisant l'apprentissage et le développement (SCHNEUWLY, 1994, 2004) et dont nous extrayons les catégories d'analyses textuelles (BRONCKART, 2009) qui permettent d'observer les compétences linguistiques des apprenants (DOLZ, PASQUIER, BRONCKART, 1993). La production des données de recherche a été orientée méthodologiquement par l'ingénierie didactique, à travers la procédure des séquences didactiques (DOLZ, NOVERRAZ et SCHNEUWLY, 2004) et la modélisation didactique des genres (DE PIETRO et SCHNEUWLY, 2003; SCHNEUWLY et DOLZ, 2004). Na préparation de la recherche, des adaptations ont été apportées aux pratiques sociales de référence des genres intimes et personnels quotidiens et pétitionnés afin d'en faire des objets d'enseignement; plus tard ces genres ont été insérés dans une séquence didactique développée avec des lycéens prédisant la la production d'un journal intime au début et celle d'une pétition à la fin. La confrontation entre les résultats des productions de trois de ces étudiants a révélé comment le potentiel de travailler avec ces deux genres pour favoriser le passage d'une sphère intime à une sphère avec un chemin qui tend à passer du plan figuratif au plan thématique, avec une plus grande densité de noms abstraits qui peuvent faire référence à des concepts. La possibilité d'aborder les savoirs scolaires (et les concepts scientifiques), apportée par l'élasticité de ces genres dans le contexte scolaire, se distingue également, mais les difficultés à déployer ces concepts pour les articuler avec les situations empiriques proposées étaient évidentes, ce qui confirme l'hypothèse de déconnexion entre ce qui est appris à l'école et les situations vécues. Notre enquête a également mis en évidence un comportement d'autorégulation dans la correction de certaines marques formelles des genres et dans l'adaptation à la situation de production entre le projet et la version finale de la pétition, ce qui peut être attribué à l'efficacité de l'instrument de contrôle offert à producteurs de réviser le texte. Ainsi, nous avons vérifié que l'agenda et la pétition offrent la possibilité d'opérer le transit entre des situations extraites de la réalité empirique et des élaborations intellectuelles qui servent d'explication ou de support. Le plus grand défi à relever est la tendance à la segmentation entre ces «mondes» discursifs, entre la théorie et la pratique, entre l'appropriation des connaissances scolaires, la formation de concepts scientifiques et les situations potentiellement rencontrées dans la routine scolaire lors de la production de textes Trata-se de uma pesquisa de intervenção pedagógica que objetiva identificar as possíveis transferências e adaptações operadas nas capacidades de linguagem e na mobilização de conceitos ao se produzirem gêneros de agrupamentos distintos (um diário e um abaixo-assinado). Fundamentam teoricamente a pesquisa tanto a Psicologia Histórico-Cultural, por meio das contribuições sobre aprendizagem e desenvolvimento, com a noção de zona de desenvolvimento proximal, e sobre o processo de formação de conceitos espontâneos e científicos (VIGOTSKI, 1991, 2009) quanto o Interacionismo Sociodiscursivo, no qual amparamos a noção de gênero como instrumento promotor de aprendizagem e desenvolvimento (SCHNEUWLY, 1994, 2004) e de onde extraímos as categorias de análise textual (BRONCKART, 2009) que permitem observar as capacidades de linguagem dos aprendizes (DOLZ, PASQUIER, BRONCKART, 1993). A produção dos dados da pesquisa foi metodologicamente orientada pela Engenharia didática, por meio do procedimento das Sequências didáticas (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) e da modelização didática dos gêneros (DE PIETRO e SCHNEUWLY, 2003; SCHNEUWLY e DOLZ, 2004). Na preparação da pesquisa, foram feitas adaptações nas práticas sociais de referência dos gêneros diário íntimo e pessoal e abaixo-assinado a fim de torná-los objetos de ensino; posteriormente estes gêneros foram inseridos em uma sequência didática desenvolvida com estudantes concluintes do ensino médio prevendo a produção de um diário, no início, e a de um abaixo-assinado, no final. A confrontação entre os resultados das produções de três desses estudantes revelou como potencialidades de um trabalho com estes dois gêneros promover o trânsito de uma esfera íntima para uma esfera social, com um percurso que tende a sair do plano figurativo para o plano temático, com uma densidade maior de substantivos abstratos que podem remeter a conceitos. Também se destaca a possibilidade de abordagem de conhecimentos escolares (e conceitos científicos), propiciada pela elasticidade desses gêneros no contexto escolar, entretanto foram evidentes as dificuldades no desdobramento desses conceitos para articulá-los às situações empíricas propostas, o que confirma a hipótese de desconexão entre o que se aprende na escola e as situações vivenciadas. Nossa investigação também apontou um comportamento de autorregulação na correção de algumas marcas formais dos gêneros e na adequação à situação de produção entre o rascunho e a versão definitiva do abaixo-assinado, algo que pode ser atribuído à eficiência do instrumento de checagem que foi oferecido aos produtores para revisar o texto. Verificamos, assim, que tanto o diário quanto o abaixo-assinado oferecem possibilidade de operar o trânsito entre situações extraídas da realidade empírica e as elaborações intelectuais que lhes sirvam como explicação ou suporte. O maior desafio a ser enfrentado é a tendência de segmentação entre esses “mundos” discursivos, entre teoria e prática, entre a apropriação de conhecimentos escolares, a formação de conceitos científicos e situações potencialmente enfrentadas no cotidiano escolar ao se produzirem textos. It is a research of pedagogical intervention that aims to identify the possible transfers and adaptations operated in the language abilities and in the mobilization of concepts when producing genres of different groups (a diary and a petition). Theoretical research is based on both Historical-Cultural Psychology, through contributions on learning and development, with the notion of a zone of proximal development, and on the process of forming spontaneous and scientific concepts (VIGOTSKI, 1991, 2009) and Interactionism Sociodiscursive, in which we support the notion of gender as an instrument that promotes learning and development (SCHNEUWLY, 1994, 2004) and from which we extract the categories of textual analysis (BRONCKART, 2009) that allow observing the language skills of learners (DOLZ, PASQUIER , BRONCKART, 1993). The production of the research data was methodologically oriented by Didactic Engineering, through the Didactic Sequences procedure (DOLZ, NOVERRAZ and SCHNEUWLY, 2004) and the didactic modeling of the genres (DE PIETRO and SCHNEUWLY, 2003; SCHNEUWLY and DOLZ, 2004). Na preparation of the research, adaptations were made to the social practices of reference of the intimate and personal daily and petitioned genres in order to make them objects of teaching; later these genres were inserted in a didactic sequence developed with high school students predicting the production of a diary, at the beginning, and that of a petition, at the end. The confrontation between the results of the productions of three of these students revealed how the potential of working with these two genres to promote the transition from an intimate sphere to a sphere with a path that tends to move from the figurative plane to the thematic plane, with a greater density of abstract nouns that can refer to concepts. The possibility of approaching school knowledge (and scientific concepts), provided by the elasticity of these genres in the school context, also stands out. However, the difficulties in unfolding these concepts to articulate them with the proposed empirical situations were evident, which confirms the disconnection hypothesis between what is learned at school and the situations experienced. Our investigation also pointed out a behavior of self-regulation in the correction of some formal brands of the genres and in the adaptation to the production situation between the draft and the final version of the petition, something that can be attributed to the efficiency of the checking instrument that was offered to producers to revise the text. Thus, we verified that both the diary and the petition offer the possibility of operating the transit between situations extracted from the empirical reality and the intellectual elaborations that serve as an explanation or support. The biggest challenge to be faced is the tendency of segmentation between these discursive “worlds”, between theory and practice, between the appropriation of school knowledge, the formation of scientific concepts and situations potentially faced in the school routine when producing texts.
Databáze: OpenAIRE
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