Lexicon approach proposal to 6th grade of elementary level through collaborative learning

Autor: Porto, Everton da Gra?a
Přispěvatelé: Santos, Angela Marina Bravin dos, Silva, Alexandre Batista da, Freire, Gilson Costa
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-12-14T13:18:00Z No. of bitstreams: 1 2020 - Everton da Graca Porto.pdf: 5048423 bytes, checksum: 56f5216818681e68b11340748ce28d64 (MD5) Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-12-14T13:18:00Z No. of bitstreams: 1 2020 - Everton da Graca Porto.pdf: 5048423 bytes, checksum: 56f5216818681e68b11340748ce28d64 (MD5) Made available in DSpace on 2022-12-14T13:18:00Z (GMT). No. of bitstreams: 1 2020 - Everton da Graca Porto.pdf: 5048423 bytes, checksum: 56f5216818681e68b11340748ce28d64 (MD5) Previous issue date: 2020-06-12 Made available in DSpace on 2022-12-14T13:18:00Z (GMT). No. of bitstreams: 1 2020 - Everton da Graca Porto.pdf: 5048423 bytes, checksum: 56f5216818681e68b11340748ce28d64 (MD5) Previous issue date: 2020-06-12 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior This study aims to contribute to the development to the lexical competence of students in the 6th grade of elementary school, considering that their lack of vocabulary repertoire, currently, one of the main causes of the difficulties of textual and production that students of this level of education, in general, face. The methodology of the research was based on principles of collaborative learning (BEHRENS, 2000), by triggering investigative activities of words from the most diverse communicative contexts in which students are inserted. The objective is to expand the lexical repertoire of students through a didactic proposal that is based on theoretical assumptions related to Reading and language in use (BRAVIN DOS SANTOS, 2018), to communicative and lexical competence (ANTUNES, 2012) reading and text production (KOCH, 2010; KOCH & ELIAS, 2011). We articulate activities that start from the principle that the societies are complex constructs of cultural and linguistic diversity that are revealed both in the spoken modality of language and in writing, being the lexicon the most representative element of this diversity. Thus, we start from the hypothesis that o lexical and comunicative competence of the students of elementary school develops in a more productive process if it occurs through actions that take into account the reality of the language in use and not of na idealized language. In this way, we note that when students are engaged in activities with a systematic approach to the lexicon, through which they discover new words, both speech and writing, and their meanings, they become even more skilled at interpreting and producing texts, according to their level of knowledge, of various domains of Portuguese Este estudo busca contribuir para o desenvolvimento da compet?ncia lexical dos alunos do 6? ano do Ensino Fundamental tendo em vista que a falta de repert?rio vocabular ?, atualmente, uma das principais causas das dificuldades de compreens?o e produ??o textuais que os estudantes desse n?vel de escolaridade, de modo geral, enfrentam. A metodologia da pesquisa tomou por base princ?pios da aprendizagem colaborativa (BEHRENS, 2000), por suscitar atividades investigativas de palavras dos mais diversos contextos comunicativos nos quais os estudantes est?o inseridos. O objetivo ? ampliar o repert?rio lexical dos discentes por meio de uma proposta did?tica que se sustenta em pressupostos te?ricos relacionados a letramento e linguagem em uso (BRAVIN DOS SANTOS, 2018), ? compet?ncia comunicativa e lexical (ANTUNES, 2012), ? leitura e produ??o de texto (KOCH, 2010; KOCH & ELIAS, 2011). Articulamos atividades que partiam do princ?pio de que as sociedades s?o construtos complexos de diversidades culturais e lingu?sticas que se revelam tanto na modalidade falada da l?ngua quanto na escrita, sendo o l?xico o elemento mais representativo dessa diversidade. Partimos, assim, da hip?tese de que a compet?ncia lexical e comunicativa do aluno do ensino fundamental se desenvolve num processo mais prof?cuo se ocorrer por meio de a??es que levem em conta a realidade da l?ngua em uso e n?o de uma l?ngua idealizada. Dessa forma, constatamos que, quando os alunos est?o envolvidos em atividades com uma abordagem sistem?tica do l?xico, por meio das quais descobrem palavras novas, tanto da fala quanto da escrita, e seus significados, tornam-se ainda mais h?beis para interpretar e produzir textos, de acordo com seu n?vel de conhecimento, de v?rios dom?nios do portugu?s
Databáze: OpenAIRE
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