Banca de DEFESA: EUDIMAR HORTINS DO NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : EUDIMAR HORTINS DO NASCIMENTO
DATA : 25/04/2024
HORA: 11:00
LOCAL: ONLINE, via meet UERN
TÍTULO:

CRITICAL LITERACY, TEACHING ARGUMENTATION AND DIALOGICAL LEARNING AT SCHOOL: procedures, analysis and didactic prototype

PALAVRAS-CHAVES:

Argumentation teaching. Critical literacy. Dialogic learning. Basic education.

PÁGINAS: 70
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

Based on the debate that highlights the need for a more articulate teaching of argumentation at school, focusing on the combination of school, community, family and social knowledge (AZEVEDO et al., 2023), this research has as its object of study the teaching of argumentation, articulated to the practice of critical literacy and dialogic learning. Its general objective is to discuss the teaching of argumentation in Portuguese Language classes in the 9th year of Basic Education, in a public school in the Municipality of Santana do Matos-RN, highlighting training needs and building pedagogical intervention procedures with a focus on articulating critical literacy, argumentation and dialogic learning. Specifically, the investigation aims to a) describe the students' understanding of the act of arguing in school and in life; b) mapping the training needs of students regarding the practice of argumentation; c) build an intervention proposal for the teaching of argumentation, articulating critical literacy and dialogic learning and d) elaborate a didactic prototype based on a project and literacy workshops, considering the reflections, the theoretical-methodological articulations and the contributions evidenced during the process of the search. In its theoretical aspects, it joins reflections on language(gem) as a social, historical, cultural and ideological phenomenon (BAKHTIN, 1997, 2006), argumentation as a social practice (AZEVEDO et al., 2023; ABREU, 2013), literacy as a critical social practice (STREET, 2014), critical literacy (CARBONIERI, 2016), critical linguistic awareness (FAIRCLOUGH, 2001), the social approach to discourse genres (BAZERMAN, 2007, 2011) and dialogic learning and pedagogy criticism (FREIRE, 1971, 1996, 2014, 2019). Methodologically, it is a qualitative and interpretive investigation. As an interventional research, it assumes the nature of action research with an ethnographic aspect. The construction of the data started from the realization of a literacy project (OLIVEIRA; TINOCO; SANTOS, 2011), entitled “violence at school – argumentative practices, critical literacy and dialogic learning,” structured in 06 literacy workshops (MARQUES; KLEIMAN, 2019) , having as participants the teacher-researcher, students, teachers of other curricular components, school managers, family, community and professionals from other areas of knowledge, namely, psychologist, social worker, civil police officer and prosecutor. The research process points to the importance of implementing a teaching of argumentation articulated with critical literacy and dialogic learning, connecting school, social and community knowledge to build an active, democratic school, engaged with the social life of the subjects involved.

 

MEMBROS DA BANCA:
Externa à Instituição - CÉLIA MARIA DE MEDEIROS
Interna - 2421 - FRANCISCA MARIA DE SOUZA RAMOS LOPES
Presidente - 011.150.314-06 - JOÃO BATISTA DA COSTA JÚNIOR - UFRN