Linguagem verbal e linguagem imagética
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Arquivos
Data
2014
Tipo de documento
Tese
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Linguística, Letras e Artes
Modalidade de acesso
Acesso aberto
Editora
Autores
Dagostim, Cristiane Gonçalves
Orientador
Furlaneto, Maria Marta
Coorientador
Resumo
Esta pesquisa está vinculada ao projeto Alfabetização com letramento: a formação inicial e continuada e trabalho docente nas escolas da rede pública da região sul de Santa Catarina, do Observatório da Educação, financiado pela CAPES/INEP. O trabalho teve como propósito verificar se ocorre a inserção da linguagem verbal imagética e/ou apenas imagética nas práticas discursivas que levem ao desenvolvimento da oralidade e da escrita no processo de alfabetização e letramento. Caracteriza-se como um estudo de caso a partir da observação participante das práticas docentes em duas classes do terceiro ano do ensino fundamental de nove anos da região da AMUREL ¿ SC, sendo uma turma da escola estadual e outra da escola municipal. Descrevi e analisei sequências discursivas de práticas pedagógicas que ocorreram nessas turmas, verificando se gêneros que incluíam imagens circulavam na sala de aula para, então, compreender como era utilizada a linguagem com imagens no ensino. A fim de conhecer os sujeitos envolvidos na pesquisa, bem como as escolas, descrevi o Projeto Político-Pedagógico, o livro didático de Língua Portuguesa e apliquei questionários às professoras titulares das duas turmas. Dessa forma, o processo de interlocução dos envolvidos no processo de aprendizagem também recebeu atenção, principalmente quando da utilização de gêneros discursivos, especialmente as práticas que envolviam gêneros com imagens (ou seu silenciamento), conforme os dispositivos da Análise do Discurso (doravante AD). Esta pesquisa teve como pressupostos teóricos a Teoria Sócio-Histórica do Letramento, conceitos relevantes da teoria da Análise de Discurso de linha francesa e também conceitos da psicanálise (Lacan). Após a observação de 12 encontros em cada escola, escolhi as sequências discursivas que aqui descrevi e analisei considerando o dispositivo e procedimentos da AD. Os resultados deste estudo evidenciaram que: a) alfabetização e letramento são ¿ na prática pedagógica ¿ tratados como processos distintos e dissociáveis; b) prevalece o aprendizado da leitura e da escrita por meio da codificação, decodificação e da metalinguagem; d) o letramento imagético não se efetiva na escola; e) os gêneros discursivos não são tratados como discurso; f) as atividades de leitura se mantêm na paráfrase; d) a interlocução professor-aluno ocorre na esfera do discurso pedagógico do tipo autoritário; e) as práticas pedagógicas de sala de aula estão distantes das concepções teóricas dos documentos que regem a educação (PCSC e PCNs).
This research project is linked to Basic literacy with Literacy: the initial and continuing education and teaching work in public schools in the southern region of Santa Catarina, the Centre for Education, funded by CAPES / INEP. The study aimed to determine whether the inclusion of imagery and / or just imagery in verbal discursive practices that lead to the development of orality and writing in Basic literacy and literacy process occurs. Is characterized as a case study from the participant observation of teaching practices in two classes of the third year of elementary school nine years of the Amurel region - SC, being a group of state school and other municipal school. I described and analyzed sequences of discursive teaching practices that occurred in these classes, checking genres that included images circulated in the classroom to then understand how the language was used with images in teaching. In order to know the subjects involved in research, as well as schools, I described the political-pedagogical project, the textbook from Portuguese and applied questionnaires to holders of both classes teachers. Thus, the process of interaction of those involved in the learning process has also received attention, mainly when the use of genres, especially those practices involving gender with images (or its silencing), under the provisions of Discourse Analysis (henceforth AD) . This research had as a presupposition the Socio-Historical Theory of Literacy, relevant concepts from the theory of Discourse Analysis of French line and also concepts of psychoanalysis (Lacan). After observation of 12 meetings in each school I chose the discursive sequences here described and analyzed considering the device and procedures of AD. The results of this study showed that: a)Basic literacy and literacy are - in pedagogical practice - treated as distinct and separable processes; b) prevails the learning of reading and writing through the encoding, decoding and metalanguage; d) the imagery is not effective literacy in school; e) the genres are not treated as discourse; f) reading activities remain in paraphrase; d) the teacher-student dialogue occurs in the sphere of pedagogic discourse of authoritarian; e) the pedagogical practices of the classroom are far from theoretical conceptions of the documents that governing education (PCSC and PCNs).
This research project is linked to Basic literacy with Literacy: the initial and continuing education and teaching work in public schools in the southern region of Santa Catarina, the Centre for Education, funded by CAPES / INEP. The study aimed to determine whether the inclusion of imagery and / or just imagery in verbal discursive practices that lead to the development of orality and writing in Basic literacy and literacy process occurs. Is characterized as a case study from the participant observation of teaching practices in two classes of the third year of elementary school nine years of the Amurel region - SC, being a group of state school and other municipal school. I described and analyzed sequences of discursive teaching practices that occurred in these classes, checking genres that included images circulated in the classroom to then understand how the language was used with images in teaching. In order to know the subjects involved in research, as well as schools, I described the political-pedagogical project, the textbook from Portuguese and applied questionnaires to holders of both classes teachers. Thus, the process of interaction of those involved in the learning process has also received attention, mainly when the use of genres, especially those practices involving gender with images (or its silencing), under the provisions of Discourse Analysis (henceforth AD) . This research had as a presupposition the Socio-Historical Theory of Literacy, relevant concepts from the theory of Discourse Analysis of French line and also concepts of psychoanalysis (Lacan). After observation of 12 meetings in each school I chose the discursive sequences here described and analyzed considering the device and procedures of AD. The results of this study showed that: a)Basic literacy and literacy are - in pedagogical practice - treated as distinct and separable processes; b) prevails the learning of reading and writing through the encoding, decoding and metalanguage; d) the imagery is not effective literacy in school; e) the genres are not treated as discourse; f) reading activities remain in paraphrase; d) the teacher-student dialogue occurs in the sphere of pedagogic discourse of authoritarian; e) the pedagogical practices of the classroom are far from theoretical conceptions of the documents that governing education (PCSC and PCNs).
Palavras-chave
Linguagem e línguas - Estudo e ensino, Letramento, Análise do discurso