Gêneros textuais e ensino: didatização e gêneros do argumentar a partir das ADI – Atividades Didáticas Integradas
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2018-12-05Autor
http://lattes.cnpq.br/5254839656934285
NERES, Robson David de Jesus
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This work, in addition to bringing reflections on the teaching of the English language in school, brings studies about the textual texts and their teaching from the Integrated Didactic Activities - ADIs. Assuming a language as interaction, as well as its dialogical nature, I seek as by ADIs, proposed by MOURA (2017), being important for a better discourse of the discourses, through the verification of the studies that conceptualize and characterize the genres; The teaching teams and organizational organization of the municipality of Parintins, in the interior of the State of Amazonas. The theoretical foundation of this research is worth Bakhtin (2010, 2016), an important theoretical for the understanding of the language and, consequently, of the argumentation, reading, writing and linguistic reflection. Subsidiarily, you reflect on the studies of authors who are based on the theory of a discipline and a better understanding and conceptualization of didactic activities. Among them, I highlight Moura (2017), Kock (1987, 1997), Geraldi (2012, 1997), Kleiman (2002), Antunes (2003) and Ribeiro (2009). The data found were made with the names of the observations and audio recordings made by me during an application of the intervention project. This project, given the opportunity to interact with the target audience and to criticize my role as a teacher, to reflect on the difficulties, the feelings, the successful practices and also those that do not successful. Based on the analysis of the collected data, we conclude that the integrated didactic activities are a didactic tool capable of assisting the teaching of the English language of origin, not Fundamental Teaching, as the concept of dialogism of the discursive genres and opera of the teaching of the axes: orality, reading, writing and revision of linguistics cyclically, proposing a rupture of teaching of short duration, which assists in the formation of responsive-active leaders.
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