Alfabetização e gêneros textuais : um estudo da canção como proposta didática
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Data
2018-08-24
Autores
Florentino, Poliana Rodrigues
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Universidade Federal de Mato Grosso
Resumo
The present research of bibliographical character reflects on the enunciative theory of Bakhtin,
especially with regard to the textual genres and the possible links with the processes of
acquisition of reading and writing, highlighting in such context the role of the song genre. The
work is linked to the research line "Languages, Culture and Knowledge Construction: Historical
and Contemporary Perspective" and to the Literacy and Literacy study group (ALFALE) of the
Post-Graduate Program in Education of the University Campus of Rondonópolis, Federal
University of Mato Grosso (PPGEdu / CUR / UFMT). Literacy is approached from the
perspective of textual genres as teaching objects, a proposal that has been consolidating in the
contemporary world. In this way, the song was chosen as a genre to be analyzed, so it reveals
aesthetic, social, affective, and logical possibilities, as it presents statements and no more
syllables or loose words, in the literacy routines. It is also intended to discuss the historical path
of literacy, its conflicts, tensions, sound approaches, theoretical and methodological advances,
contributing in Mendonça (2011), Marcuschi (2008), among others; for reflection on genres,
the contributions of authors such as Dolz, Schneuwly, Noverraz (2004), Mortatti (2017), Soares
(2004), Bakhtin (2011); with regard to the musical language, stands out Gordon (2000) and
Jeandot (1997). As a general objective, we sought to reflect on the teaching of reading and
writing, investigating the links between literacy concepts, textual genres, nature of the song and
the didactic sequence proposed by Dolz, Schneuwly, Noverraz (2004), on this occasion oriented
by the song and the prospect of literate literacy. In order to relate, illustrate and consolidate
these propositions, a didactic unit (sequence) was developed for literacy classes of the first year
– first cycle – Elementary School, in which gains are verified for the pedagogical practices
intended with the effort of the search. The course of work revealed how challenging the theme
is, because of the richness, complexity and effectiveness of the song genre as an object of
instruction in literacy routines.
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FLORENTINO, Poliana Rodrigues. Alfabetização e gêneros textuais: um estudo da canção como proposta didática. 2018. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018.