Advisor(s)
Abstract(s)
Nossa proposta consiste na discussão do conceito de aprendizagem da norma padrão da língua portuguesa, refletindo basicamente sobre desvios e erros no ambiente da Educação Fundamental. Em relação às experimentações cotidianas da sala de aula, entendemos que o errar e o desviar de trajetos impostos pelo sistema podem ser usados como procedimentos cartográficos para a aprendizagem da normatividade grama- tical. Muitos dos que passam pelo processo de escolarização não conseguem se manifestar de forma crítica, normativa e autônoma nas suas vivências cotidianas dos aspectos sociais e políticos; percebemos que muitas vezes esses problemas advêm da ausência de afetos positivos no ambiente educacional, e, a partir disso, desenvolvemos as seguintes questões de investigação: Como o erro afeta os sujeitos em processo de aprendizagem da língua portuguesa? Como a relação afetiva com a língua portuguesa pode reterritorializar a aprendizagem, transformando-a em uma potência positiva? Por que alguns desvios em relação à norma padrão não são percebidos pelos utentes linguísticos? Para encontrar respostas, promovemos um agenciamento entre os seguintes autores: Spinoza, Nietzsche, Deleuze, Guattari, Freire e Sen, dentre outros; almejando encontros e intercessores rizomáticos sobre a aprendizagem e sobre o errar enquanto cartografias de trajetos afetuosos e efetivos de um sujeito livre.
Our proposal consists of a discussion of the concept of learning the standard norm of Portuguese language, essentially reflecting on detours and errors in the Primary Education environment. With reference to everyday experiences in the classroom, we perceive that the activities of making errors and taking detours from paths imposed by the system can be used as cartographic procedures for the learning of grammar norms. Many of those who follow the schooling process are not able to express themselves using critical thinking, according to norms and autonomously in their everyday experiences of social and political aspects; we realize that these problems frequently emerge due to the absence of positive affections in the educational environment, which has lead to the following research questions: How does making errors affect subjects in the learning process of the Portuguese language? How can having an affective relationship with the Portuguese language reterritorialise learning, transforming it into a positive power (potentia)? Why aren’t some detours in relation to the standard norm noticeable by language users? In order to find answers, we enhance an assemblage of the following authors: Spinoza, Nietzsche, Deleuze, Guattari, Freire and Sen, among others; aiming at connections and rhizomatic interactions on learning and on making errors as cartographies of affective and effective paths of a freeperson.
Our proposal consists of a discussion of the concept of learning the standard norm of Portuguese language, essentially reflecting on detours and errors in the Primary Education environment. With reference to everyday experiences in the classroom, we perceive that the activities of making errors and taking detours from paths imposed by the system can be used as cartographic procedures for the learning of grammar norms. Many of those who follow the schooling process are not able to express themselves using critical thinking, according to norms and autonomously in their everyday experiences of social and political aspects; we realize that these problems frequently emerge due to the absence of positive affections in the educational environment, which has lead to the following research questions: How does making errors affect subjects in the learning process of the Portuguese language? How can having an affective relationship with the Portuguese language reterritorialise learning, transforming it into a positive power (potentia)? Why aren’t some detours in relation to the standard norm noticeable by language users? In order to find answers, we enhance an assemblage of the following authors: Spinoza, Nietzsche, Deleuze, Guattari, Freire and Sen, among others; aiming at connections and rhizomatic interactions on learning and on making errors as cartographies of affective and effective paths of a freeperson.
Description
Keywords
Aprendizagem Erro Língua portuguesa