The Portuguese class discusses this chapter, addressing
school language education for the social use of writing. It is an approach that
aims to address the following question, based on reflections on (non)
functionality[1]: With regard to Portuguese classes in basic education classes
located in fragile social environments, is it possible to evaluate the creation
of a didactic method in teaching the social uses of writing that is not limited
to functionality? The philosophy of language from the Bakhtin Circle, the
anthropology of language from literacy studies, and the psychology of language
from Vigotskian ideology form the theoretical basis. This is a case study whose
data has been developed by means of documentary research on the experiences of
the Institutional Program for Introduction to Teaching (Pibid / Capes), which
has an interpretive basis for its study. The results demonstrate the
possibilities of a didactic intervention that, taking advantage of the
functionality that characterises the school system and the latest technology,
opens up spaces for non-functional education for written uses in which the word
does not yield to the global market logic.
Author (s) Details
Mary Elizabeth Cerutti-Rizzatti
Department of Vernacular Language and Literature, Federal University of Santa
Catarina (UFSC), P.O.Box88040-900, Florianópolis, Brazil.
Josa Coelho da Silva Irigoite
Department of Pedagogy, State University of Santa Catarina (UDESC),
P.O.Box88.035-001, Florianópolis, Brazil.
View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/280
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