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Gêneros textuais para a produção de textos com estudantes do 5º ano de uma escola municipal de Chã de Alegria: um auxílio para a inovação pedagógica?
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Abstract(s)
Esta pesquisa ocorreu a partir do Curso de Mestrado em Ciências da Educação na especialidade de Inovação Pedagógica pela Universidade da Madeira- Funchal- Portugal. Traz como tema “Gêneros textuais para a produção de textos com estudantes do 5º ano de uma escola municipal de Chã de Alegria: um auxílio para a inovação pedagógica?”. Tem como objetivo investigar se os gêneros textuais para a produção de textos com estudantes do 5º ano de uma escola municipal de Chã de Alegria em Pernambuco/Brasil constituem uma inovação pedagógica. Uma vez que os gêneros textuais representam a única forma de comunicação verbal entre os sujeitos na sociedade procurou-se compreender se os gêneros podem possibilitar a vivência a uma prática pedagógica inovadora rompendo com o paradigma fabril que impede os educandos à sua liberdade de expressão publicamente na sociedade. Realizamos um estudo de caso de cariz etnográfico, de abordagem qualitativa e os dados foram coletados através da observação participante, entrevistas, pesquisa bibliográfica e documental. A pesquisa teve como sujeitos participantes a professora e os alunos da turma do 5º ano “B”. O conceito de gêneros textuais utilizados para a produção escrita de textos teve como respaldo as obras de Marcuschi, Bakhtin e Bronckart. O conceito de inovação pedagógica teve como base Fino e a prática pedagógica na educação baseou-se em Papert e Vygotsky entre outros autores que apresentaram aportes para fundamentar teoricamente esta pesquisa. Os resultados mostram a influência dos gêneros textuais no desenvolvimento crítico e sócio comunicativo dos educandos como aporte para a prática pedagógica inovadora. As conclusões deste estudo revelam que a produção escrita por meio dos gêneros textuais constitui uma inovação pedagógica, visto que proporciona uma aprendizagem autêntica e significativa que favorece a prática interdisciplinar e o protagonismo dos sujeitos sociais.
This research resulted from the Master’s degree Course in Sciences of Education, in Pedagogical Innovation specialty, by the University of Madeira – Funchal – Portugal. As a theme, it brings Textual Genres for textual production in 5th year students from a public school of Chã de Alegria: an aid for pedagogical innovation? It aims to investigate if the textual genres for textual production in 5th year students from a public school in Chã de Alegria, Pernambuco/Brazil, constitute a pedagogical innovation. Once the textual genres represent the only way for verbal communication between subjects in society, it sought to understand how the genres can enable the experience of an innovative pedagogical practice breaking with the manufacturing paradigm that vetoes the students’ freedom of expression in society. We perform a work through the qualitative methodology of ethnographic character. Data were collected through participant observation, semi-structured interviews, bibliographic research and documental analysis. The participating subjects were the teacher and the 5th year, B class students. The concept of textual genres used for textual production had as a starting point, the works of Marcuschi, Bakhtin and Bronckart. The concept of educational innovation was based on Fino and the pedagogical practice in education was based in Papert and Vygotsky, among other authors, which present contributions to theoretically substantiate this research. The results demonstrate the influence of textual genres in student’s critical and social-communicative development, as contribute for innovative pedagogical practice. The conclusions of this study reveal that written production, by means of textual genres, aids the pedagogical innovation, as it provides an authentic and significant learning which promotes an interdisciplinary practice and the prominence of social subjects.
This research resulted from the Master’s degree Course in Sciences of Education, in Pedagogical Innovation specialty, by the University of Madeira – Funchal – Portugal. As a theme, it brings Textual Genres for textual production in 5th year students from a public school of Chã de Alegria: an aid for pedagogical innovation? It aims to investigate if the textual genres for textual production in 5th year students from a public school in Chã de Alegria, Pernambuco/Brazil, constitute a pedagogical innovation. Once the textual genres represent the only way for verbal communication between subjects in society, it sought to understand how the genres can enable the experience of an innovative pedagogical practice breaking with the manufacturing paradigm that vetoes the students’ freedom of expression in society. We perform a work through the qualitative methodology of ethnographic character. Data were collected through participant observation, semi-structured interviews, bibliographic research and documental analysis. The participating subjects were the teacher and the 5th year, B class students. The concept of textual genres used for textual production had as a starting point, the works of Marcuschi, Bakhtin and Bronckart. The concept of educational innovation was based on Fino and the pedagogical practice in education was based in Papert and Vygotsky, among other authors, which present contributions to theoretically substantiate this research. The results demonstrate the influence of textual genres in student’s critical and social-communicative development, as contribute for innovative pedagogical practice. The conclusions of this study reveal that written production, by means of textual genres, aids the pedagogical innovation, as it provides an authentic and significant learning which promotes an interdisciplinary practice and the prominence of social subjects.
Description
Keywords
Educação Prática pedagógica Gêneros textuais Inovação pedagógica Education Pedagogical practice Textual genres Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais