Please use this identifier to cite or link to this item: http://repositorio.ufla.br/jspui/handle/1/57053
Title: O dizer - fazer - compreender na produção textual de crianças em processo da aquisição da língua escrita: uma análise indiciária na perspectiva dialógica-enunciativa Bakhtiniana
Other Titles: Saying - doing - understand in the textual production of children in the process of written language acquisition: an indicative analysis in the Bakhtinian dialogical-enunciational perspective
Authors: Villarta-Neder, Marco Antônio
Ferreira, Helena Maria
Rufino, Janaína de Assis
Fiad, Raquel Salek
Oliveira, Dedilene Alves de Jesus
Keywords: Diálogo-enunciativo bakhtiniano
Paradigma indiciário
Alfabetização
Ensino da língua materna
Bakhtin, M. M. (Mikhail Mikhailovitch), 1895-1975
Bakhtnian enunciative dialogue
Evidentiary paradigm
Literacy
Mother tongue teaching
Issue Date: 22-Jun-2023
Publisher: Universidade Federal de Lavras
Citation: SILVA, C. J. da. O dizer - fazer - compreender na produção textual de crianças em processo da aquisição da língua escrita: uma análise indiciária na perspectiva dialógica-enunciativa Bakhtiniana. 2023. 125 p. Dissertação (Mestrado Profissional em Educação)–Universidade Federal de Lavras, Lavras, 2023.
Abstract: This research problematizes the teaching of written language in the literacy phase. It is born from the observation of the relevance of elaborating the question of the conception of language that bases teaching practices in the process of initial acquisition of the written language, Thus, we have as a general objective, to analyze the signs of comprehension of the written language in the textual productions produced by children, in the literacy phase enunciation in process, in the Bakhtinian dialogical scop of saying – doing – understanding. It is understood that these productions are responses to retrospective statements and that allow us to constitute prospective statements. Thus, the question that guides our reserch is ; what signs are present in the written production of the child in the literacy phase and what do these signs suggest about what the child already understands about the writing system? For the development of this work, we bring, in particular, the authors Bakhtin (2016; 2019; 2020), Volochinov (2020; 2021), Medvédev (2012) to discuss the cinception of enunciative language assumed in this research. To develop the discussions on literacy as a discursive process, we rely on the readings of Smolka (1999; 2019; 2020), Goulart (2012; 2020) Goulart and Corais (2020), Soares (2007; 2014; 2019; 2021), Rojo (2009), among other authors. The methedological approach of our analysis is inspired by the indiciary paradigm presented by Abaurre, Fiad and Mayrink – Sabinson (1997) that reflects on what the student already demonstrates to understand of the writing system from the textual productions that the child writes. Assuming the concept of enunciative language especially of concrete ultterance, we seanalysed, eleven written productions by students from the Fisrt and Second Grades of Public and Private Schools, collected by GEALE (Group of Studies on the Acquisition of Written Language) in 2003, seeking to understand what writing produced by the student suggest the child’s knowledge about the written language system. The analysis allows us to say that , although the productions are not written in the conventional model of the writing system, they can be understood as legitimate texts being able to add meaning to them. So we realize that when students are allawed to write, they write, showing themselves as subjects of language.
URI: http://repositorio.ufla.br/jspui/handle/1/57053
Appears in Collections:Educação - Mestrado Profissional (Dissertações)



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