Navegando por Autor "Rosa, Giovana Pauline Ajora"

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  • Imagem de Miniatura
    Dissertação
    Sequência didática de gênero como ferramenta de didatização da escrita: projeto “troca de correspondência entre estudantes dos anos iniciais da Educação Básica”
    (Universidade Estadual do Norte do Paraná, 2025) Rosa, Giovana Pauline Ajora; Gonçalves, Adair Vieira; http://lattes.cnpq.br/6884312497185259; Barros, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918; Gonçalves; Barros, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918; Gonçalves, Adair Vieira; http://lattes.cnpq.br/6884312497185259; Manzoni, Rosa Maria; http://lattes.cnpq.br/3767954252682264; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515
    This research is part of the Graduate Program in Teaching (PPGEN) at the State University of Paraná (UENP) and is grounded in the assumptions of Sociodiscursive Interactionism (SDI), as proposed by Bronckart (2007), with emphasis on the perspective of Genre-Based Didactic Sequences (GBDS) (Dolz, Noverraz & Schneuwly, 2004; Barros, 2012), which enables a progressive and contextualized approach to the teaching of writing. The propositional objective of the study is to design and implement a teaching project mediated by the GBDS methodology, focusing on the genres letter of introduction and reply letter, involving 5th-grade students from Elementary School (early years) and another group located in the state of Mato Grosso do Sul. This teaching proposal aims to promote the appropriation of the norms, structures, and communicative functions of these genres, fostering the improvement of students’ writing through the exchange of correspondence, thus making the practice of textual production meaningful and socially relevant. The investigation adopts a qualitative approach, grounded in the Didactic Engineering of SDI (Dolz, 2016), which allows for the systematic planning, implementation, and analysis of pedagogical action, considering didactic objectives, students’ characteristics, and classroom conditions. As a result, the Educational Product developed consists of a didactically validated GBDS, organized in a pedagogical workbook divided into workshops, with detailed instructions for teachers and activities directed at students, enabling the operationalization of genre teaching in a structured and progressive manner. The study is justified by the need to rethink the teaching of writing in the early years of schooling, proposing practices that value the social function of language and promote reflection on textual production processes. The general objective is to analyze how the practice of exchanging correspondence, mediated by the GBDS, contributes to the development of students’ actional, discursive, and linguistic-discursive capacities. Specifically, the study seeks to: (1) identify the teachable dimensions of the genres addressed through the development of didactic models; and (2) describe evidence of the development of students’ discursive and linguistic competencies during the implementation of the proposal, highlighting the potential of GBDS as a pedagogical mediation instrument in the teaching of writing. The results indicate that the GBDS, mediated by the exchange of correspondence, fostered the development of students’ language capacities and led to the validation of an educational product with the potential to enhance the teaching of writing in the early years of Elementary School.
  • Imagem de Miniatura
    Produto educacional
    Sequência Didatica de Gêneros: Caderno Pedagógico com Instruções para a Didatização do Gênero “Cartaapresentação e Carta-resposta”
    (Universidade Estadual do Norte do Paraná, 2025) Rosa, Giovana Pauline Ajora; Gonçalves, Adair Vieira; http://lattes.cnpq.br/6884312497185259; Barros, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918
    This research is part of the Graduate Program in Teaching (PPGEN) at the State University of Paraná (UENP) and is grounded in the assumptions of Sociodiscursive Interactionism (SDI), as proposed by Bronckart (2007), with emphasis on the perspective of Genre-Based Didactic Sequences (GBDS) (Dolz, Noverraz & Schneuwly, 2004; Barros, 2012), which enables a progressive and contextualized approach to the teaching of writing. The propositional objective of the study is to design and implement a teaching project mediated by the GBDS methodology, focusing on the genres letter of introduction and reply letter, involving 5th-grade students from Elementary School (early years) and another group located in the state of Mato Grosso do Sul. This teaching proposal aims to promote the appropriation of the norms, structures, and communicative functions of these genres, fostering the improvement of students’ writing through the exchange of correspondence, thus making the practice of textual production meaningful and socially relevant. The investigation adopts a qualitative approach, grounded in the Didactic Engineering of SDI (Dolz, 2016), which allows for the systematic planning, implementation, and analysis of pedagogical action, considering didactic objectives, students’ characteristics, and classroom conditions. As a result, the Educational Product developed consists of a didactically validated GBDS, organized in a pedagogical workbook divided into workshops, with detailed instructions for teachers and activities directed at students, enabling the operationalization of genre teaching in a structured and progressive manner. The study is justified by the need to rethink the teaching of writing in the early years of schooling, proposing practices that value the social function of language and promote reflection on textual production processes. The general objective is to analyze how the practice of exchanging correspondence, mediated by the GBDS, contributes to the development of students’ actional, discursive, and linguistic-discursive capacities. Specifically, the study seeks to: (1) identify the teachable dimensions of the genres addressed through the development of didactic models; and (2) describe evidence of the development of students’ discursive and linguistic competencies during the implementation of the proposal, highlighting the potential of GBDS as a pedagogical mediation instrument in the teaching of writing. The results indicate that the GBDS, mediated by the exchange of correspondence, fostered the development of students’ language capacities and led to the validation of an educational product with the potential to enhance the teaching of writing in the early years of Elementary School.