Pedagogia da alternância: um estudo do gênero caderno da realidade com foco na retextualização

Abstract

In this dissertation, we presented an analysis of the constituent aspects of the Caderno da Realidade (CR) ando of the process of retextualization of the texts that compose that gender. The investigation conceives the CR while discursive gender and teaching object. They are focused in the retextualizatios the transformations of written genders, the transposition of the content of a text to another, as well as the gender change. The approach of the study object leaves of a perspective of interpretative analysis, in view of being a qualitative research, based in the studies of the genders, with emphasis in the retextualization. The research is of exploratory and descriptive nature, with procedures of documental collection of data. The sample is represented by texts of 04 (four) Cadernos da Realidade, a didactic-pedagogic instrument of the units of teaching that adopt the Pedagogy of the Alternation, produced in the school years of 2008 and 2009, being 02 (two) of the 8 th year students and 02 (two) of the 9 th year of the Escola Família Agrícola (EFA), located in the municipal district of Colinas do Tocantins, Estado do Tocantins. The study takes into account the theoretical-methodological conceptions of the context of the Alternation, as well as the discursive approach of the gender Caderno da Realidade with focus in the retextualization activity. In this sense, we emphasized the importance of that discursive approach focusing CR inside of the context of the PA as a fundamental pedagogic instrument, once it reflects the several traditions of the education in alternation regime, the innovations in the teaching starting from the reality of the field, the interaction in that social sphere, etc. In the analysis, we looked for to identify and to characterize the texts of the CR produced starting from the retextualization process, as well as the demanded pedagogic practices.