A análise de texto em sala de aula por meio das metodologias ativas no ensino médio
Tipo
TCC
Data de publicação
2023-12-07
Periódico
Citações (Scopus)
Autores
Mendes, Renata Franco
Orientador
Martins, Valéria Bussola
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
O ensino de Língua Portuguesa como língua materna nas escolas de Educação Básica ainda apresenta um desafio, já que ainda não há um consenso sobre a melhor abordagem a ser adotada no ensino regular na atualidade. Diante da crescente valorização das metodologias ativas como agentes de transformação no ambiente educacional, surgiu o questionamento central desta pesquisa de Trabalho de Conclusão de Curso (TCC): quais estratégias pedagógicas, baseadas em metodologias ativas, podem ser empregadas no ensino de Análise Textual em Língua Portuguesa para os alunos da 1ª. série do Ensino Médio? Durante o Estágio Supervisionado, uma etapa obrigatória para todos os futuros professores, foram identificadas práticas pedagógicas em aulas de Língua Portuguesa que se baseiam em metodologias ativas. Além disso, durante a formação da licenciatura, houve discussões sobre qual deveria ser o foco do ensino de Português nas escolas, o qual perdeu o sentido diante de aulas baseadas unicamente na memorização de regras gramaticais. Com isso, o objetivo principal foi criar uma sequência didática que seja prática e relevante para os estudantes do Ensino Médio. Para isso, usou-se como referencial teórico os pressupostos teóricos presentes na Base Nacional Comum Curricular (BNCC), em Antunes (2010), em Bacich e Moran (2018), em Soares (2005) e em Bagno (2012).
Teaching Portuguese as a mother tongue in Basic Education schools still presents a challenge, as there is still no consensus on the best approach to be adopted in regular education today. Given the growing appreciation of active methodologies as agents of transformation in the educational environment, the central question of this Course Completion Work (TCC) research arose: which pedagogical strategies, based on active methodologies, can be used in teaching Textual Analysis in Language Portuguese for 1st grade students. high school series? During the Supervised Internship, a mandatory stage for all future teachers, pedagogical practices were identified in Portuguese language classes that are based on active methodologies. Furthermore, during the degree training, there were discussions about what the focus of teaching Portuguese in schools should be, which lost its meaning in the face of classes based solely on memorizing grammatical rules. Therefore, the main objective was to create a teaching sequence that is practical and relevant for high school students. For this, the theoretical assumptions present in the National Common Curricular Base (BNCC), in Antunes (2010), in Bacich and Moran (2018), in Soares (2005) and in Bagno (2012) were used as a theoretical reference.
Teaching Portuguese as a mother tongue in Basic Education schools still presents a challenge, as there is still no consensus on the best approach to be adopted in regular education today. Given the growing appreciation of active methodologies as agents of transformation in the educational environment, the central question of this Course Completion Work (TCC) research arose: which pedagogical strategies, based on active methodologies, can be used in teaching Textual Analysis in Language Portuguese for 1st grade students. high school series? During the Supervised Internship, a mandatory stage for all future teachers, pedagogical practices were identified in Portuguese language classes that are based on active methodologies. Furthermore, during the degree training, there were discussions about what the focus of teaching Portuguese in schools should be, which lost its meaning in the face of classes based solely on memorizing grammatical rules. Therefore, the main objective was to create a teaching sequence that is practical and relevant for high school students. For this, the theoretical assumptions present in the National Common Curricular Base (BNCC), in Antunes (2010), in Bacich and Moran (2018), in Soares (2005) and in Bagno (2012) were used as a theoretical reference.
Descrição
Trabalho aprovado com o conceito EXCELENTE.
Palavras-chave
Língua Portuguesa , análise textual , ensino , metodologias ativas