O GÊNERO CHARGE NAS AULAS DE LEITURA E INTERPRETAÇÃO TEXTUAL DE LÍNGUA PORTUGUESA NO 8º E 9º ANO DO ENSINO FUNDAMENTAL NA UEB PROFESSOR LUIZ RÊGO NO MUNICÍPIO DE SÃO LUÍS.
This research addresses issues related to the textual genre charge, in the teaching of Portuguese Language, specifically in reading and textual interpretation, in the 8th and 9th year of Elementary School at UEB Professor Luiz Rêgo in the Municipality of São Luís. The main objective of this work was...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da UFMA |
| Idioma: | portugués |
| OAI Identifier: | oai:tede2:tede/3742 |
| Acceso en línea: | https://tedebc.ufma.br/jspui/handle/tede/3742 |
| Access Level: | acceso abierto |
| Palabra clave: | Língua Portuguesa; Ensino; Semiótica; Leitura; Charges Portuguese language; Teaching; Semiotics; Reading; Língua Portuguesa |
| Sumario: | This research addresses issues related to the textual genre charge, in the teaching of Portuguese Language, specifically in reading and textual interpretation, in the 8th and 9th year of Elementary School at UEB Professor Luiz Rêgo in the Municipality of São Luís. The main objective of this work was to investigate how this genre favors the teaching of reading and textual interpretation in Portuguese language classes with a view to building an educational product that supports teachers in these classes. To achieve this proposal, the following main theorists were used: in the field of Reading, Kleiman (1989, 2002, 2013), Silva (1987) and Rojo (2013); from Linguistics, Saussure (1970), Carvalho (2013) and Fiorin (2019); from Semiotics, Peirce (2003, 2017), Santaella (1992, 2012); on Textual Genres, Bakhtin (2002,2003) and Marcuschi (2003,2008); for the study of Charges Romualdo (2000) and Petrin (2015) and on Research Methodology Andrade (2003), Gerhardt and Silveira (2009), Zamberlan (2014), Prodanov and Freitas (2013), Yin (2001) and Gil ( 1999, 2002). As for the methodological aspects, the research has a qualitative approach, of an applied nature, exploratory regarding the objectives and the procedure method used was the case study. The research participants were teachers of the 8th and 9th year of Elementary School. As a data collection instrument, a semi-structured interview was used, carried out remotely, via the Google Meet platform, due to the context of the Covid-19 pandemic. The interpretation of the data was carried out through the analysis of the participants' answers, based on Gil's (1999) theoretical framework, which aims to seek the broader meaning of the answers, interrelating them with previous knowledge. The results indicate that the use of the textual genre cartoon stimulates the participation of students in classes, arousing a critical reflection through the analysis and interpretation of this genre. It was also considered to have contributed to a reflection on the part of Portuguese Language teachers on the importance of using the cartoon genre in reading and textual interpretation classes. The research was materialized through the elaboration of a Guidebook for the use of Charges in Reading and Textual Interpretation classes of Portuguese Language with the intention of helping the teachers, expanding their theoretical-methodological knowledge about the textual genre charge. |
|---|