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1 Critical reading of genres: a cross-curricular tool- and-result in the teaching-learning activity Angela Cavenaghi- Lessa (PUC- SP)

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Presentation on theme: "1 Critical reading of genres: a cross-curricular tool- and-result in the teaching-learning activity Angela Cavenaghi- Lessa (PUC- SP)"— Presentation transcript:

1 1 Critical reading of genres: a cross-curricular tool- and-result in the teaching-learning activity Angela Cavenaghi- Lessa (PUC- SP) Fernanda Liberali (PUC- SP)

2 2 Organization Objective Objective Research Group in AL Research Group in AL Acting as Citizens: reading in different fields Acting as Citizens: reading in different fields Theoretical background Theoretical background Critical Research Critical Research Concluding Remarks Concluding Remarks

3 3   discuss the importance of genre critical reading as a cross- curricular tool-and- result in the teaching-learning activity. OBJECTIVE:

4 4 RESEARCH GROUP IN AL Doctors, doctoral students, master students, undergraduates Doctors, doctoral students, master students, undergraduates Objective: to understand - transform the unacceptable conditions of Brazilian deprived communities through education Objective: to understand - transform the unacceptable conditions of Brazilian deprived communities through education

5 5

6 6 If I could I would touch my own destiny

7 7 I wouldn’t be a lost pilgrim in this immense dog-eat- dog world

8 8 Nor would I be the good boy who sells lemon

9 9 Who works in the open fair

10 10 so as to buy some stale bread

11 11 I wouldn’t learn wickedness in life

12 12 Crave to placate my own starvation without robbing anyone

13 13 I swear I wouldn’t even be acquainted with youth prisons

14 14 That have been my home ever since I was a child

15 15 It is bad to wake up at dawn to sell candies in the train

16 16 If I could change my destiny

17 17 Today I would be someone

18 18 I would be an intelectual

19 19 But since I did not have a chance to study in good schools

20 20 Many people call me juvenile delinquent (pivete)

21 21 But very few gave me any support

22 22 I f I could I would not be a social problem

23 23 I f I could I would not be a social problem

24 24 I f I could I would not be a social problem

25 25 I f I could I would not be a social problem

26 26 I f I could I would not be a social problem

27 27

28 28 Program: Acting as Citizen Teacher education intervention program (PUC-SP – State Secretary of Education); Teacher education intervention program (PUC-SP – State Secretary of Education); Aim: develop citizenship as a condition of those who do not simply accept that which is provided to them but who also want to construct their own rights and duties interdependently. Aim: develop citizenship as a condition of those who do not simply accept that which is provided to them but who also want to construct their own rights and duties interdependently. (Freire, 1970 and 2000; Lessa, Liberali & Fidalgo, 2005)

29 29 Project: Reading in Different Subject Areas Carapicuíba: dormitory town in the outskirts of São Paulo; Carapicuíba: dormitory town in the outskirts of São Paulo; Aim: teaching-learning of different subject areas mediated by different genres (Bakhtin, 1953). Aim: teaching-learning of different subject areas mediated by different genres (Bakhtin, 1953).

30 30 Teacher Education Perspective Need detected: problems with reading Need detected: problems with reading Teachers of different subject areas meet monthly to: Teachers of different subject areas meet monthly to:  discuss how to critically read different genres in their own subject areas;  discuss teaching-learning approaches to discursively engage in social practices through reading;  develop tasks to work with their students. Emphasis on: comic strips, informative texts and short narratives. Emphasis on: comic strips, informative texts and short narratives.

31 31 REVOLUTIONARY ACTIVITY (Newman and Holzman, 2002) Tool-for-result identified and recognized as usable for a certain end identified and recognized as usable for a certain end Tool-and-result specifically designed to create what we ultimately wish to produce specifically designed to create what we ultimately wish to produce defined in and by the process of the production of its objects defined in and by the process of the production of its objects

32 32 Revolutionary Activity: Vygotsky, 1930/ 1991 Newman and Holzman, 2002 Tools subject Object: Tool- and- Result Ideal real

33 33 Need: critically participate in and evaluate society Subjects: students in deprived communities Real objects: Subject Contents (scientific and everyday concepts) (scientific and everyday concepts) Ideal images: Critical use and analysis of these concepts in the real world Tools: Critical reading Initial tool-and-result: critical reading of different genres to understand different school subjects

34 34 Piteco Comic Strips: Science Wonders Natural Science Group Tânia, Cristina, Denny, Denilson, Ernesto, Ana Maria, Rosalina, Maria

35 35

36 36

37 37 General Objectives : Developing knowledge of different subject areas through the reading of comic strips Specific Objectives: Working on clonning, fossils, the evolution of species and the geological eras in comic strips Target Areas : science and biology - evolution of species, fossils, clonning, reproduction, geological eras, biotechnologies and ethics. geography - vegetation, animals, climate, geological eras, formation of rocks and fossils. history - pre-history, early beginnings of humanity, technology and ethics. Portuguese - narrative text, punctuation, onomatopoeia (insect sounds), direct speech(1 st person - "Professor Bagulho! Look what I found!") and chronological order.

38 38 The wonders of Knowledge You certainly have already observed a great variety of insects. Try to remember: Have you ever been bitten by a mosquito? (…) 2 - The wonders of Discovery: How many classmates have already been bitten by mosquitoes? How many are allergic to mosquito bites? Do these bites cause any type of disease? Which ones? (…) 3. The wonderful Comics: What is the aim of comic strips? ( ) fun ( ) investigation ( ) information ( ) entertainment ( ) motivate reading How can you support your answer? Which comics do you normally read? Have you ever read Piteco’s comics? How do you like it?

39 39 4. The wonderful time trip with Piteco: 1) What evidences show you that the beginning of the story takes place in pre-history? In order to answer this question, observe the written text and the images in the story. 2) Have dinosaurs and men lived together, in the same era? 3)In this comic strip story the insect has been conserved: a) in a tree, b) in amber, c) in rocky substrata, d) in the ice 4) How did you get to this conclusion? 5. Science Wonders X Piteco: (…) 2) Why was the scientist so disappointed with the results of his experiment? 3) Why has this result occurred? 4) What did he expect to get through this experiment? 5)" We can remove the genetic code of dinosaurs and, by means of modern science, create hundreds of animals like these!". Through what scientific procedure can we “create” genetically equal beings?

40 40 6. The wonders of speaking: 1)Find in the text a line that expresses: a) admiration: b) pain: (…) 4) Why is “Science Wonders” the title of the story? 7. The wonderful past and future Researching: (…) 3) What is the meaning of the word cloning? 4) What benefits can the so called modern science bring to mankind? (…) 8. The wonders of creativity : Based on the use of Biotechnology for the benefit of mankind, create a comic strip story that represents this scientific evolution. Remember that in order to create a comic strip story you have to relate the images of the frames to the text. A great part of the meaning comes from the images.

41 41 CONCLUDING REMARKS Reading in different areas as a tool-and-result: integrates tool and object; integrates tool and object; turns the teaching-learning activity into a revolutionary experience. turns the teaching-learning activity into a revolutionary experience.Students: have a chance to learn the contents of the different subject areas through the texts they read; have a chance to learn the contents of the different subject areas through the texts they read; learn to read these genres critically. learn to read these genres critically.

42 42 CONCLUDING REMARKS Teacher Education Activity: establishes solid ground for a cross- curricular view of education establishes solid ground for a cross- curricular view of education creates a chance to move from the divided - though unshared - knowledge reproduction school model to a shared, undivided type of production, of truly non-encapsulated knowledge (Engestrom, 1991). creates a chance to move from the divided - though unshared - knowledge reproduction school model to a shared, undivided type of production, of truly non-encapsulated knowledge (Engestrom, 1991).


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