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Letramento e identidade: a apropriação de gêneros argumentativos na escola com a mediação do livro didático
(Universidade Federal de São Carlos, 2009-12-02) Gomes, Glaucia Regina; Martins, Maria Sílvia Cintra; https://lattes.cnpq.br/9241992645160356; https://lattes.cnpq.br/5742553254564339
Our research proposal has as its main issue the identity transformation of the student from the appropriation of certain kinds of speech in school. According to Meurer (2005), is through the genres that the subject establishes his identity, as it appropriates different discourses. The PCN (national curriculum) Portuguese Language (Brasil, 1997) points to the importance of addressing the genres that characterize the public uses of language, in which the student is projected in social practices, thus establishing its identity, toward autonomy. However, we observed through the teaching practice, students mostly do not have sufficient knowledge and experience about the social practices of literacy (Kleiman, 2007), which involve certain genres. For Bakhtin (2000), the genders are relatively stable types of utterances that are linked to typical situations of the media. In line with the concept of Bakhtin, Schneuwly (2004) considers gender as a tool, which the subject is used to appropriate the language in this social reality. However, education fails because the student does not see the sense in the production of speech based on models that are not linked to their social practice and therefore do not express their identity. We developed a qualitative and interpretive in a private school education of the city of São Carlos, with students from a class of seventh grade. Ascertain the difficulty in the production of argumentative texts, because the student is not identified in the production of these and, therefore, finds it difficult to grasp them. Based on these findings, we analyzed the data, based on some theoretical aspects of online research Fairclough (2003) which implies certain notions of ideology and power of different conceptions of identity (Hall, 2005) and new literacies Gee (2004). Thus, our work aims to contribute reflections on the teaching and learning of the language and the pedagogical exploitation of genres for the development of new teaching methodologies. Therefore, we will discuss genres as instruments whose appropriation by the subject allows for the transformation, construction and constitution of its identity.
Limites e desafios para objetivação da pedagogia histórico-crítica na prática escolar
(Universidade Federal de São Carlos, 2009-12-02) Magalhães, Carlos Henrique Ferreira; Silva Junior, João dos Reis; https://lattes.cnpq.br/2945866267836763
The present research aimed at identifying the challenges faced by the municipal teachers of Sarandi (Paraná State) on the objectivization of the Historical-Critical Pedagogy for the Municipal General Office of Education from 2001 to 2008. To guide the research we had as general objective: to analyze the limits and challenges of objectivization of the school practice in the current routine based on the Historical-Critical Pedagogy. Based on documents, on meetings observations in the Municipal General Office of Education and in the investigated school, after participation on the VII Education Meeting and the interviews accomplished with the teachers in the school as well as with the Municipal Secretary of Education and their assistants, with the study of a national, state, and municipal history of the economy-politics, we understood that the founding aspect of the social being, his/her work built historically in the past acts in the present time as a ghost. The economical and extra-economical aspects continually and contradictorily take action in the formation of a social human being. The precarious conditions of the teachers initial and continuous formation, the organization of the school practice with neo- new school characteristics in previous administrations, the absence of factual conditions in the present time for the development of an emancipative school practice, the idealistic thinking regarding the State, the alienated work and the capital, among other facts, correspond to the multiple determinations that challenge the objectivization of an emancipative school practice or the Historical-Critical Pedagogy, in the current history, as a fight of classes. We concluded that the impediments for the objectivization of the Historical-Critical Pedagogy are in the objective conditions of the quotidian, promoted by the current capitalist sociability, as well as in the subjective conditions of estrangement of the faculty and members of the Municipal General Office of Education in relation to themselves, in relation to others and in relation to the reality. We understood that it urges to the faculty the need to seek their development as a human being, along with other extra-parliamentary movements in the organization of a radical politics. Thus, eventually, we may think about aiming at an emancipative school practice to struggle against the current prehistory on behalf of a history of men freely associated.