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Use este identificador para citar ou linkar para este item: http://www.bdtd.ueg.br/handle/tede/847
Tipo do documento: Dissertação
Título: Leitura e escrita como processos de construção de autoria
Autor: Narciso, Murilo Macedo
Primeiro orientador: Silva, Débora Cristina Santos e
Primeiro membro da banca: Silva, Débora Cristina Santos e
Segundo membro da banca: Adão, Jorge Manoel
Terceiro membro da banca: Pinto, Divino José
Resumo: Este trabalho consiste no relato da pesquisa desenvolvida com alunos da Educação Básica de uma escola particular do município de Minaçu-GO, com vistas à investigação do processo de construção de autoria por meio das práticas de leitura e escrita, em suportes impresso e digital. Nesse contexto, a pesquisa discutiu, numa abordagem crítica, a presença das tecnologias digitais nas práticas de atividades escolares e sociais dos alunos. Nesse aspecto, foram abordados autores como Lévy (1995), Takaki (2012), Xavier (2013), Rüdiger (2013), entre outros, com diferentes posturas teóricas sobre o uso do computador na aquisição do conhecimento formal. Buscou-se, assim, entender a relação entre o aluno e o suporte de leitura e escrita sem, contudo, estabelecer apreciação ou depreciação do uso dos suportes digitais. Além dos estudos teóricos, foi também aplicado aos alunos um instrumento de coleta de dados, sob a forma de questionário, para um levantamento prévio dos vários aspectos que envolvem as práticas de leitura e escrita exercidas por eles, dentro e fora da escola, nos suportes impresso e digital. Desta forma, a pesquisa voltou-se para a análise das produções textuais escritas em sala de aula e em um blog, criado pelo pesquisador, em atividades de leitura e escrita com os alunos. No âmbito da investigação das condições para a construção de autoria, foi contemplada a teoria da função autor, defendida por Foucault (2006), além das categorias de análise de Linguística Textual, pelas quais foram percebidas as marcas da autoria nos textos dos alunos. Observou-se, além dos aspectos intratextuais, como a intencionalidade, a informatividade e a intertextualidade, a influência das tecnologias digitais nas práticas sociais e escolares de leitura e escrita dos alunos e a contribuição de algumas ferramentas, como o computador, no aprofundamento do nível de letramento dos sujeitos pesquisados.
Abstract: This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating This paper consists of an account of the research developed with students of Basic This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating This paper consists of an account of the research developed with students of Basic Education from a private school in the municipality of Minaçu-GO, with a view to investigating the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. Education from a private school in the municipality of Minaçu-GO, with a view to investigating the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied. the process of the construction of authorship through practices of reading and writing, in print and digital media. In this context, the research discussed, from a critical approach, the presence of digital technologies in the practices of school and social activities of students. In this respect, authors such as Lévy (1995) and Takaki (2012), Xavier (2013), Rüdiger (2013), among others, were addressed, with different theoretical positions about computer usage in the acquisition of formal knowledge. We sought, therefore, to understand the relationship between the student and reading and writing supports without, however, establishing appreciation or depreciation of the use of digital media. In addition to the theoretical studies, an instrument to collect data in the form of a questionnaire was also applied to students, to a preliminary survey of the various aspects that involve the reading and writing practices performed by them, inside and outside school, in print and digital media. Thus, the research turned to the analysis of textual productions written in the classroom and on a blog, created by the researcher, in reading and writing activities with students. As part of the investigation of the conditions for the construction of authorship, the author function theory, advocated by Foucault (2006), was contemplated, besides the categories of Text Linguistics analysis, through which the marks of authorship in students’ texts were perceived. It was observed, in addition to intratextual aspects, such as intentionality, informativity and intertextuality, the influence of digital technologies in school and social practices of reading and writing of students and the contribution of some tools, such as the computer, in deepening the level of literacy of the subjects studied.
Palavras-chave: Letramento
Leitura
Escrita
Autoria
Tecnologias digitais
Literacy
Reading
Writing
Authorship
Digital Thecnologies
Área(s) do CNPq: CIENCIAS HUMANAS::EDUCACAO
LETRAS::TEORIA LITERARIA
Idioma: por
País: Brasil
Instituição: Universidade Estadual de Goiás
Sigla da instituição: UEG
Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
Programa: Programa de Pós-Graduação em Territórios e Expressões Culturais no Cerrado (PPG-TECCER)
Citação: NARCISO, Murilo Macedo. Leitura e escrita como processos de construção de autoria. 2014. 115 f. Dissertação( Mestrado em Territórios e Expressões Culturais no Cerrado) - Universidade Estadual de Goiás, Unidade Universitária de Ciências Socioeconômicas e Humanas, Anápolis,GO.
Tipo de acesso: Acesso Aberto
URI: http://www.bdtd.ueg.br/handle/tede/847
Data de defesa: 12-Mar-2014
Aparece nas coleções:Mestrado em Educação Linguagem e Tecnologias(IELT)

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