Banca de DEFESA: LAURIANA MARTINS DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LAURIANA MARTINS DE SOUZA
DATA : 12/05/2023
HORA: 14:00
LOCAL: Via Plataforma Google Meet
TÍTULO:

CRITICAL LITERACY AND ORALITY FROM THE PERSPECTIVE OF PORTUGUESE LANGUAGE TEACHING FROM THE 

TEXTUAL GENRE RULED DEBATE

PALAVRAS-CHAVES:

critical literacy; orality; didactic sequence; ruled debate; Federal Constitution.

PÁGINAS: 113
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

With the advancement of literacy studies, it became evident that it was connected more with the critical perception of reality than with the simple acts of writing and reading. Thus, in this critical perspective, orality can be a strong ally, once it leads students to critically reflect and argue about their own reality, mainly when the oral genre under discussion is the ruled debate. When designing this research, the following question emerged: how can critical literacy and orality be developed, arousing in students the citizen conscience and the manifestation of critical thinking from the work with the genre ruled debate? The reflection provoked by this question originated objectives with the purpose of developing critical literacy from the work with the textual genre mentioned before, ruled debate. Wherefore, in order to compose the body of this research, contributions of the most studied authors regarding this matter were sought. Freire (2005; 2021), Soares (2020) and Rojo (2019) provided understanding about critical literacy perception. Marcuschi (2019; 2020) and Bakhtin (2020) contributed with investigations about textual genres. Schneuwly and Dolz (2011) helped to structure the didactic sequence and the work with the oral genre. Moreover, the approach about the teaching of the Federal Constitution brought the normative texts and the classroom practice closer, at this point, academic dissertations and articles were used, the one by Câmara (2017) is a case in point. The final proposal of this work is a didactic sequence, which is divided into: first, the presentation of the situation, then, initial production, modules 1, 2 and 3, and, at last, final production, in which the ruled debate is proposed. Therefore, the present work suggests a didactic sequence as a final product that can be applied in the final years of middle school, especially in the 9th grade, in order to work on critical literacy based on orality present in the genre ruled debate, aiming to enhance the citizen experience and the students’ oral manifestations.

MEMBROS DA BANCA:
Interno - 1639 - JOSÉ ROBERTO ALVES BARBOSA
Interno - 3283 - GILSON CHICON ALVES
Interno - 12931 - ANTÔNIO FELIPE ARAGÃO DOS SANTOS
Externo à Instituição - CID IVAN DA COSTA CARVALHO
Externo à Instituição - HAMILTON PERNINCK VIEIRA - UECE