Portuguese language teaching in high school through pedagogy of projects: my authorship project
Bibliographic record
Abstract
From the description and analysis of a project entitled Projeto Minha Autoria (My Authorship Project), developed in a second year class of High School, at a public school in the West region of Goiânia, we aim to describe and analyze in this dissertation the teaching proposition Pedagogy of Projects, dialogism, banking education, problem-based education, language, speaking / listening, reading, writing, linguistic analysis, speech genre, which were highlighted in a dialogical approach, based on studies by Freire (1987), Bakthtin (2004), and Vygotsky(2007), and its consequences on current researches in education and language, particularly represented in studies by Hernandez (1998),, Micotti (1987), Alvarez (1996), Jolibert (2009), and other Education authors, as well as in studies of Geraldi (1997), Brait (2005), and other exponents of Brazilian language. The methodology used was collaborative action-research, because we understand that this proposal is the best way to conduct a study in which the participants work together, in trade conditions, in addition to enabling the transformation of everyday school life through collaboration, through dialogue. The data used as reference to the considerations were collected during the course of Projeto Minha Autoria, which was conducted in the fourth quarter of 2013 and first quarter of 2014. The analysis show that, at the outset, the students were more concerned with “correct” writing, spelling, accents among others, than with aspects related to text production. We also noted that the production of oral texts was almost nonexistent. After the stages of the project, however, we found that the teaching and learning situations, based on dialogue, strengthened the arguments and counter-arguments of the students, helping them design and build their thoughts and linguistically structure their texts. Thus, we understand that making students authors of their own learning processes have also made them co-responsible e aware of what they should know by the end of the project. We understand that the tools and support materials selected by the teacher mediate students' knowledge. At the end of the process, the students demonstrated ownership of the characteristics of the genre tale, in their oral speeches and written productions, which proves that the portuguese language education based on genre and organized by projects favors its study in context, integrating oral communication, listening, reading, writing and linguistic analysis, that is, the work with these language study fields is not detached from each other, they occur simultaneously. We also note that reading and rewriting in pairs, individual, collective, and groups, as well as reviewing, should be encouraged in schools in order to prepare students to conclude Elementary School mastering proficiently both reading and writing of texts and consequently becoming future readers and writers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.005 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".