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Alphabetization and literacy mediated by textual gender: report of lived experience

Grant number: 21/07999-0
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): September 01, 2021
Effective date (End): February 28, 2022
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal researcher:Rosa Maria Manzoni
Grantee:Israella Maria de Proença e Proença
Home Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

This research has as its theme the production of written texts in literacy and intends to investigate whether it is possible to teach the production of texts through the textual genre report of lived experience for first-year students in the context of distance education due to the pandemic Covid-19. Therefore, it was developed in the first-year class of a public school in the city of Bauru, in the interior of the state of São Paulo. Its general objective is to analyze the writing of children in the first school year, produced in communication situations created for the expression of the participants' personal events, whose analysis will take into account their transformations, identifying marks of the internal discourse and, then, producing a didactic device that mediates this process. For this, the research is based on the psychological foundations of Historical-Cultural Psychology (VIGOTSKI, 1991, 2020; LURIA, 2010 and LEONTIEV, 2010); in the conception of language as a form of social interaction (BAKHTIN, 2006); in the theoretical-methodological framework of Sociodiscursive Interactionism (ISD), with regard to the understanding of the human action of the language activity and in the proposal of Didactic Sequence (SD) for the teaching of languages through textual genres (SCHNEUWLY; DOLZ, 2004 ); in the pedagogical trend of Historical-Critical Pedagogy, developed by SAVIANI (2011); in the literacy proposal of SMOLKA (1988). The methodological path of the research is the experimental method (VIGOTSKI, 1991). The teaching of text production will be done through the development of a Didactic Sequence (SD) based on the didacticization of the lived experience report genre, which will contain activities that will encourage children to unfold the condensed writing, initially, in the stages of production of texts belonging to this genre. The activities to be developed aim to promote dialogue among students about the various experiences they are going through at this time of the pandemic, after the discussions, students will be guided to narrate these moments in a way that they can remember at a later time. This didactic sequence will be developed through a virtual environment, in which process the students will have the presence of a responsible person to help them, when necessary, and will also have the presence of the class teacher. The analysis of the participants' texts will be analyzed from three points of view, which integrate both the initial writing and the production of the genre. From the point of view of initial writing, the analysis will be supported by two references: 1st) the prehistory of writing (VIGOTSKI, 1991) and 2nd) the marks of the interior discourse ("repetitions", "agglutinations", "omissions", " truncations" and "non-correspondence") (SMOLKA, 1988). From the point of view of the characteristics of the report of lived experience genre, the analysis will be based on the categories of text analysis postulated by the ISD, specifically considering the characteristics of the constitution of the genre report of lived experience. (AU)

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