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Funcionamento e potencialidades do percurso didático enquanto dispositivo de ensino da leitura e da escrita: o género entrevista no 3.º ano de escolaridade
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Advisor(s)
Abstract(s)
Neste artigo pretendemos apresentar um dispositivo didático orientado para o ensino de géneros textuais: o percurso didático (AUTOR1, 2019; AUTOR1, GONÇALVES & COUTINHO, 2022). Concebido no programa de trabalhos do interacionismo sociodiscursivo (BRONCKART, 1997), este dispositivo inspira-se na sequência didática (DOLZ, NOVERRAZ & SCHNEUWLY, 2004) e na sequência de ensino (PEREIRA & CARDOSO, 2013; PEREIRA, CARDOSO & GRAÇA, 2013). Depois de explicitarmos os contornos conceptuais do percurso didático, apresentaremos os resultados de uma investigação desenvolvida em torno deste dispositivo de ensino, em Portugal, no 1.º Ciclo do Ensino Básico em Portugal (3.º ano de escolaridade), em 2022, com enfoque no género entrevista (impressa, destinada ao público infantojuvenil). Ao longo do artigo, daremos conta das três etapas que nortearam a investigação: i) descrição prévia do género a focar (com base na revisão de literatura e na análise das práticas sociais de referência); ii) relato da experiência didática realizada (com recurso à observação participante, em contexto de investigação sobre a própria prática – PONTE, 2002); iii) análise da entrevista produzida coletivamente pelos alunos, no momento final do percurso didático, tendo em conta três dimensões de análise: temático-estrutural, linguística, gráfica. Esperamos, assim, não apenas ilustrar o funcionamento do percurso didático, como também evidenciar as potencialidades deste dispositivo de ensino-aprendizagem, sobretudo a dois níveis: compreensão e produção de textos e de géneros textuais; atividade metalinguística.
In this article we intend to present a didactic device directed to the teaching of textual genres: the didactic path (JORGE, 2019; JORGE; GONÇALVES; COUTINHO, 2022). Conceived in the work programme of socio-discursive interactionism (BRONCKART, 1997), this device is inspired by the didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) and teaching sequence (PEREIRA; CARDOSO, 2013; PEREIRA; CARDOSO; GRAÇA, 2013). After explaining the conceptual outlines of the didactic path, we will present the results of an investigation developed around this teaching device, in Portugal, concerning a primary school class (3rd grade), in 2022, focusing on the interview genre (printed, aimed at the juvenile public). Throughout the article, we will take account of the three stages that led the investigation: i) a previous description of the genre to be focused on (based on literature review and social reference practices analysis); ii) report of the didactic experience which had been carried out (recurring to participant observation, in the context of research on the practice itself (PONTE, 2002)); iii) analysis of the interview produced collectively by the students, at the final moment of the didactic path, taking into account three analysis dimensions: thematic, structural, linguistic, graphic. The results will show that, even in early moments of formal learning, the didactic path can prove to be an effective device in what concerns the learning and the development of textual and genological skills (reading and writing), linguistic skills (effective use of language/grammar, in texts) and metalinguistic skills (reflection on the social and communicative use of the language).
In this article we intend to present a didactic device directed to the teaching of textual genres: the didactic path (JORGE, 2019; JORGE; GONÇALVES; COUTINHO, 2022). Conceived in the work programme of socio-discursive interactionism (BRONCKART, 1997), this device is inspired by the didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) and teaching sequence (PEREIRA; CARDOSO, 2013; PEREIRA; CARDOSO; GRAÇA, 2013). After explaining the conceptual outlines of the didactic path, we will present the results of an investigation developed around this teaching device, in Portugal, concerning a primary school class (3rd grade), in 2022, focusing on the interview genre (printed, aimed at the juvenile public). Throughout the article, we will take account of the three stages that led the investigation: i) a previous description of the genre to be focused on (based on literature review and social reference practices analysis); ii) report of the didactic experience which had been carried out (recurring to participant observation, in the context of research on the practice itself (PONTE, 2002)); iii) analysis of the interview produced collectively by the students, at the final moment of the didactic path, taking into account three analysis dimensions: thematic, structural, linguistic, graphic. The results will show that, even in early moments of formal learning, the didactic path can prove to be an effective device in what concerns the learning and the development of textual and genological skills (reading and writing), linguistic skills (effective use of language/grammar, in texts) and metalinguistic skills (reflection on the social and communicative use of the language).
Description
Keywords
atividade metalinguística entrevista Percurso didático didactic path interview metalinguistic activity
Citation
Jorge, Noémia & Marques, Jéssica & Bastos, Sandra. (2022). FUNCIONAMENTO E POTENCIALIDADES DO PERCURSO DIDÁTICO ENQUANTO DISPOSITIVO DE ENSINO DA LEITURA E DA ESCRITA. Revista de Letras. 2. 10.36517/revletras.41.2.10.
Publisher
Universidade Federal do Ceará (UFC)