Navegando por Autor "Ogliari, Marlene Maria"

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Um estudo sobre o gênero textual notícia sob a perspectiva do letramento social, do letramento escolar e da retextualização no ensino fundamental
(2019-04-26) Souza, Cristiane Galindo Gonzaga de; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820
The current discussions about the teaching of languages, particularly about the teaching of the Portuguese language, have led us to emphasize two present theoretical-methodological trends: the conceptions on literacy and the theory of text genres. Thus, based on both these conceptions, our purpose in this paper is to implement a study concerning literacy and retextualization in Basic Education, making use of “news” as our focal text genre. We aimed at developing the skills of writing production and writing comprehension, through pedagogical activities of retextualization, carried out in classroom context, with students of the 6th grade from an elementary school. These students were regularly registered in a municipal school in the outskirts of the city of Garanhuns - PE. Our theoretical basis included the works of Soares (2004; 2008), Marcuschi (2007; 2008; 2010), Kleiman (1985; 1995; 2007; 2008; 2010), Tfouni (1995; 2010), Carvalho (2014), Rojo (1998; 2009), Terra (2013), PCN (1997), Silva (2007), Santos e Carvalho (2012) e Dickson (2018). In order to achieve our general purpose, we developed a field research (MARCONI and LAKATO, 2011), with a qualitative approach (NEVES, 1996), from a daily social practice, involving the subjects of this study. These subjects actually share the everyday experiences of all social groups who belong to a graphophonic society, where members usually hear or read the pieces of news and, afterwards, retell them during their social interactions. By means of an assessment, realized to find out how much the subjects already mastered, out of our proposed text genre, we complemented the characteristics of the selected genre, so as to propose a few pedagogical activities of retextualization. With exception of the writing production, related to the first and to the last activities, for the other tasks, we proceeded with the following sequence: reading; comprehension of local or regional news, which had been experienced by the students at that moment, and then these students, acting as reporters, were asked to convey to us the same piece of news, in written form. We were able to observe, out of the analyses and discussions we had previously conducted, that deriving from a social literacy, that is, from the amount of knowledge which the student already has, uses and masters of a particular text genre, as well as the contents, experienced by the students, and based on the extra linguistic-text-discursive knowledge that we have managed to offer them, a clear improvement in the learning process of the Portuguese language in fact took place. Such improvement has become evident through a gradual higher similarity with the actual studied genre, not only in the written mode of the language, but also in relation to its linguistic-text-discursive use, also necessary and expected for a successful accomplishment of students‟ formal school literacy.
Letramento escolar e letramento social: convergências ou divergências no contexto escolar?
(2019) Silva, Edla Clarisse Dantas da; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820
The current studies on the Portuguese Language provoked and provoke several discussions about the teaching of this discipline and among them the ones that turn to the thematic one about the literatures stand out. In this theme there is also a discussion about the relationship that must occur between school literacy and social literacy. The conceptualization of school literacy and social literacy derives from the understanding that the actions and functions of reading and writing vary according to the context in which the reading and writing practices occur. Based on this perspective of literacy study, we propose to carry out a study to know if there was a relationship between the school literacy practices and the social literacy practices of a school community, including students, teachers, parents of students and other members of this context. We sought to identify what events and practices of reading and writing were carried out by them, inside and outside the walls of the school and what conceptions they had about the social function of the school. The theoretical basis was constituted by readings made in: SOARES (2004,2008), ROJO (2009), TFOUNI (2010), KLEIMAN (2008, 2010), STREET (2014), TERRA (2013), PARÂMETROS CURRICULARES NACIONAIS (PCN, 1997), PARÂMETROS CURRICULARES DO ESTADO DE PERNAMBUCO (2014), YOUNG (2007). We characterized our research as field with a qualitative approach (MARCONI;LAKATOS,2011,p.69). This study has brought us the certainty that reading and writing practices are context-specific and that the requirement for convergence between these practices, especially as regards the anchoring of these practices, is far from being realized.