Open AccessUm olhar para o trabalho com o gênero convite em turmas de alfabetização
Author(s) -
Mônica de Araújo Saraiva,
Terezinha da Conceição Costa-Hübes
Publication year - 2014
Publication title -
working papers em linguística
Language(s) - English
Resource type - Journals
eISSN - 1984-8420
pISSN - 1415-1464
DOI - 10.5007/1984-8420.2014v15n1p1
Subject(s) - dialogic , appropriation , sociology , pedagogy , literacy , context (archaeology) , mediation , ethnography , action research , inclusion (mineral) , perspective (graphical) , class (philosophy) , psychology , humanities , linguistics , gender studies , social science , epistemology , anthropology , art , philosophy , paleontology , visual arts , biology
This paper is the result of studies, reflections and articulated research to the project Continuing Education for Teachers of Basic Education in the lower elementary school: actions to literacy in cities with low IDEB of Western Paraná, linked to the Centre for Education Program - CAPES/INEP. In this context, our research, in particular, focuses on actions to mediate the appropriation of writing by working with speech genres language. Thus, as part of this investigative process, we aim in this paper to analyze the written text activities in a class of 2nd year (lower elementary school), considering a work using the gender invitation. Guided by the question: “how mediation of the teacher, while working with speech genres from the perspective of literacy, may contribute to the acquisition of written language of students in the 2nd year of elementary school? - Intend to reflect on a didactic - methodological strategies on a qualitative research process, of the ethnographic type, endorsed by the methodology of action research, with gender invitation, from the perspective of emphasizing the importance of the teacher’s role as mediator during this teaching process. It is, therefore, a research in Applied Linguistics, using the theoretical framework of Cultural-Historical Psychology (VYGOTSKY, 1995, 2001, 2007) and the concept of Dialogic Discourse (BAKHTIN/VOLOCHINOV, 2004; BAKHTIN, 2003), being within of the socio-historical approach to language . We also seek support in theoretical studies such as Geraldi (2003, 2006), Cagliari (2009, 1998), Martins (2007), and other authors who address on the inclusion of children in social interaction through writing. The results reveal the teacher importance of “intervention” in activities that facilitate the appropriation of the written language