A carregar...
Publicação
A didatização do humor em aula de língua materna e de francês língua estrangeira
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 7.12 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório relata o trabalho desenvolvido no âmbito da Prática de Ensino Supervisionada (PES), realizada nos Agrupamentos de Escolas Augusto Cabrita e Santo André (Barreiro), no ano letivo 2018/2019. Inserida no Mestrado em Ensino de Portu-guês e de Língua Estrangeira no 3º Ciclo do Ensino Básico e no Ensino Secundário, a PES foi desenvolvida sob o tema genérico A didatização do humor em aula de língua materna e de francês língua estrangeira. Assim, primeiramente, contextualizamos, do ponto de vista teórico, a questão do humor e descrevemos, em seguida, o trabalho realizado no âmbito do projeto de investigação-ação desenvolvido, refletindo critica-mente sobre os resultados obtidos. O humor parece não colher muito consenso da parte dos investigadores, nomeada-mente no que respeita à sua definição, facto para o qual contribui a pouca seriedade com que é encarado e o parco investimento em produção científica neste campo de estudos. No contexto educativo, as investigações desenvolvidas são ainda mais escas-sas, sobretudo em contexto europeu, resultado da relutância que prevalece junto dos docentes em recorrer ao humor nas suas aulas. Relativamente ao ensino de português língua materna (PLM) e de francês língua estrangeira (FLE), é ainda de relevar a pouca diversidade das propostas de didatização do humor.
O projeto de investigação-ação desenvolvido assentou em dois eixos: por um lado, o eixo do estudo da didatização de textos humorísticos à luz da General Theory of Verbal Humor (GTVH), de Attardo & Raskin (1991), e da estilística; por outro lado, baseou-se no caráter marcadamente social do humor e na sua dimensão psicológica e afetiva, contemplados nas teorias de escape. Assim, o projeto procurou promover uma atitude reflexiva, estimulando a reflexividade sobre o sistema da língua e os seus usos, desen-volvendo o espírito crítico dos alunos, nomeadamente em relação a questões sociocul-turais, e o seu pensamento criativo. Pelo recurso do humor ao jogo entre informação
explícita e implícita, o nosso projeto teve também como objetivo favorecer a capaci-dade dos alunos para realizar inferências. Do ponto de vista psicológico e afetivo, pro-curámos construir, em contexto de sala de aula, uma comunidade de confiança, no seio da qual se incentivasse os alunos a correr riscos, nomeadamente a nível linguísti-co, como defende Rémon (2013).
Comparando os dados recolhidos através de observação sistemática e os resultados obtidos em testes de avaliação e atividades de compreensão e/ou produção escritas, antes e durante a intervenção didático-pedagógica, podemos concluir que a interven-ção foi bem-sucedida, uma vez que todos os objetivos traçados foram alcançados.
The following report aims to describe the work carried out under the Supervised Teaching Practice, at Agrupamentos de Escolas Augusto Cabrita e Santo André, during the 2018/2019 school year. As a part of the Master's Degree in Ensino de Português e de Língua Estrangeira no 3º Ciclo do Ensino Básico e no Ensino Secundário, the Super-vised Teaching Practice was developed under the theme “The didacticization of humor in first language and French as a foreign language classes”. First it is made a contextu-alization of humor, from a theoretical point of view, and then it is described the work developed within the action research project, critically questioning the results ob-tained. Humor doesn’t seem to draw much agreement from researchers due to the lack of seriousness with which it is seen and the small investment in scientific search in this field of study, particularly in its definition. From an educational context, the research developed is even scarcer, especially in the European context, as a result of the reluc-tance that prevails among teachers to use humor in their classes. Regarding the teach-ing of Portuguese for native speakers and French as a foreign language, it is also note-worthy the low diversity of humor didactics proposals. The action research project developed was based on two axes. On the one hand, the axis of the study of didacticization of humorous texts according to Attardo & Raskin's (1991) General Theory of Verbal Humor (GTVH), and stylistics. On the other hand, the axis based on the markedly social nature of humor and its psychological and emotional dimensions, contemplated in release theories. Therefore, the project sought to pro-mote a reflective attitude, by stimulating reflexivity about the language system and its uses, developing the students’ critical spirit, particularly concerning sociocultural issues and creative thinking. Through the use of humor between explicit and implicit infor-mation, the project also aimed to help the students’ ability to draw inferences. From the psychological and emotional point of view, it was tried to promote a trusting community in classroom, within which students were encouraged to take risks, par-ticularly at a linguistic level, as stated by Rémon (2013). Comparing the data collected through systematic observation and the results obtained in assessment tests and written comprehension and/or production activities, before and during the didactic and pedagogical intervention, it can be concluded that it was successful, as all outlined goals were achieved.
The following report aims to describe the work carried out under the Supervised Teaching Practice, at Agrupamentos de Escolas Augusto Cabrita e Santo André, during the 2018/2019 school year. As a part of the Master's Degree in Ensino de Português e de Língua Estrangeira no 3º Ciclo do Ensino Básico e no Ensino Secundário, the Super-vised Teaching Practice was developed under the theme “The didacticization of humor in first language and French as a foreign language classes”. First it is made a contextu-alization of humor, from a theoretical point of view, and then it is described the work developed within the action research project, critically questioning the results ob-tained. Humor doesn’t seem to draw much agreement from researchers due to the lack of seriousness with which it is seen and the small investment in scientific search in this field of study, particularly in its definition. From an educational context, the research developed is even scarcer, especially in the European context, as a result of the reluc-tance that prevails among teachers to use humor in their classes. Regarding the teach-ing of Portuguese for native speakers and French as a foreign language, it is also note-worthy the low diversity of humor didactics proposals. The action research project developed was based on two axes. On the one hand, the axis of the study of didacticization of humorous texts according to Attardo & Raskin's (1991) General Theory of Verbal Humor (GTVH), and stylistics. On the other hand, the axis based on the markedly social nature of humor and its psychological and emotional dimensions, contemplated in release theories. Therefore, the project sought to pro-mote a reflective attitude, by stimulating reflexivity about the language system and its uses, developing the students’ critical spirit, particularly concerning sociocultural issues and creative thinking. Through the use of humor between explicit and implicit infor-mation, the project also aimed to help the students’ ability to draw inferences. From the psychological and emotional point of view, it was tried to promote a trusting community in classroom, within which students were encouraged to take risks, par-ticularly at a linguistic level, as stated by Rémon (2013). Comparing the data collected through systematic observation and the results obtained in assessment tests and written comprehension and/or production activities, before and during the didactic and pedagogical intervention, it can be concluded that it was successful, as all outlined goals were achieved.
Descrição
Palavras-chave
Português língua materna Humor Francês língua estrangeira Gene-ral Theory of Verbal Humor Intervenção didático-pedagógica Portuguese for native speakers French as a foreign language Didactic and pedagogical intervention