A resenha crítica no processo de ensino de língua materna

Abstract

SOUZA, Aracy Henrique. A critical review of the mother tongue teaching process. Três Lagoas: Três Lagoas Campus, Federal University of Mato Grosso do Sul, 2023. (Master’s Dissertation)

This research is part of my pedagogical practice as a teacher, in which I have been instigated by some questions. Feeling myself dissatisfied with the traditional classroom routine, I tried to improve my skills, hoping that my students could understand and re-signify their role in search of an educational system more focused on their individual needs and in the demands of contemporary society. Therefore, the objective of this work is to analyze and discuss a sequence of teaching activities, which was developed with 8th grade students, in Portuguese language classes, based on reading the book Eu sou Malala, by Malala Yousafzai and Patricia McCormick (2018), in order to improve these students’ reading and writing. Based on the conjecture that instead of worrying about how we are going to teach and what to teach, we should reflect: “why do we teach what we teach? (GERALDI, 2012, p. 40), we formulate the hypothesis that, through reading, contact with the critical review genre and the development of a sequence of activities, students will be able to develop their critical sense, expand their repertoire and take ownership of writing. Therefore, to develop this work, we were guided by the following research questions: does the act of reading and writing, following a sequence of activities, favor the improvement of students' writing skills? Is it possible that, by reading several reviews, 8th grade students can develop argumentation skills and show marks of authorship? Can the collaborative writing and rewriting of reviews, through interventions by the teacher-researcher, contribute to the development of a broader repertoire of students? This research is supported by the theoretical-methodological framework of authors and researchers in Applied Linguistics, who defend the importance of studying textual genre, in the process of textual rewriting, critical literacy and the use of digital technologies in the teaching and learning process. To do this, we seek to discuss from theorists such as Kleiman (1998, 2007, 2013 and 2019), Moita Lopes (1996, 2018), Geraldi (2012), Possenti (2012) and Coracini (2003, 2010), to address the contributions of LA as an independent field of research, but which dialogues with other areas, with the aim of valuing identity and social relations. We consider Rojo's (2012) approach, regarding the notions of literacy, digital technology and blog, in order to emphasize the role of technology as a teaching tool. Finally, we consider the studies by Marcuschi (2008) to highlight the importance of teaching based on gender. To create the corpus, students were subjected to various didactic-pedagogical situations, involving reading and producing texts. This includes reading the book I am Malala, followed by exploration through reviews, production in all classes, peer correction, self-assessment and rewriting. This dissertation is divided into three chapters. The first brings the concepts of Applied Linguistics (LA) and their contributions to teaching and learning. In the second chapter, we present the methodology applied in the classroom to achieve the objectives. The third chapter comprises the analysis of student productions. Thus, with the research results, it was possible to verify that the majority of students, after the teacher's intervention, showed significant progress and that the process of seeking educational improvement must be constant and continuous.

KEYWORDS: reading; text production; critical review; literacy; technology.