Banca de QUALIFICAÇÃO: ARISBERTO GOMES DE SOUZA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ARISBERTO GOMES DE SOUZA
DATA : 22/03/2018
HORA: 08:30
LOCAL: Auditório E -CCHLA
TÍTULO:

PRÁTICAS DE ESCRITA DE ALUNOS DO ENSINO MÉDIO EM CONTEXTOS ESCOLARES E NÃO ESCOLARES: SUBSÍDIOS PARA A CONSTRUÇÃO DE PROJETOS DE LETRAMENTO

PALAVRAS-CHAVES:

Literacies. Practices of writing.  Literacy projects.

PÁGINAS: 238
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

The principal goal of this study was to understand the practices of writing (inside and outside of school) of secondary students in Brazil and reflect on how these practices can be relevant to the development of learning actions implemented in literacy projects. Our motivations, to develop this research, emerges from the need to contribute with reflections that meet way relevant manner the didactic-pedagogical purposes engaged to literacy studies. Our belief is that the school can become more efficient from the point of view of the development of linguistic-discursive competence of the student and the expansion of your participation in the social environment, due to take ownership of the typical dynamics of the effective practices of use of writing of use of different social domains. In landmark research theorist, our considerations realize clarify notions and concepts that connect literacies, social domains, events and literacies practices, genres, agents and literacy Agency, critical pedagogy, literacy projects, learning communities. Methodologically, our contributions belong in the field of applied linguistics, accompany the qualitative research paradigm and cling on approach critical ethnographic. Our analyses are configured as follows: first, we undertook a broad discussion about writing practices in the day-to-day life of students within the school. After that, we became interested in investigating the practices of writing essentially rooted in everyday experience, the various uses of the writing out of school. Finally, our eyes have turned to the implementation of a broad entanglement of language practices. Face the realities experienced inside and outside the school to reflect on how this complexity, revealed by the multiplicity of practices  existing, can contribute towards transforming thinking and doing at school via literacy projects. Thus, our findings show how writing practices present in the social environment outside the school are varied and full of the singularities of the contexts with whom they are associated. Already in school, which is also one of the many social environments, the uses of writing tend to be more limited because the practices of writing seem static. These results subsidised a reflection that encompasses a series of principles, parameters that can be of service to literacy projects committed to a teaching-learning back to writing practices supported in current social contexts. Writing practices of our students that take place in the school and outside of this space can be an important source of inspiration for the directions and redirections didactic-pedagogical practices supported by literacy projects.

MEMBROS DA BANCA:
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Externo ao Programa - 2319774 - VANIA APARECIDA COSTA
Externo à Instituição - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN