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Modelagem de produção de texto sintético como subsídio para a aplicação embasada na Pedagogia de Gênero / Modelling Text Synthesis as a Basis for Application of Genre Pedagogy
Abstract
Este artigo se insere nos estudos gramaticais de base funcional, modelando a gramática com base no uso a partir de sua organização sistêmica. A Pedagogia de Gênero – modelo de ensino de línguas baseado no uso – tem como referência a síntese textual, operação pela qual as escolhas linguísticas necessariamente se configuram segundo padrões contextuais, apresenta resposta às demandas de modelos funcionais da gramática voltados para o ensino de línguas. Contudo, um problema frequente é a seleção de 'textos-modelo' para textos sintéticos, que recai não sobre os padrões de uso, mas sobre a subjetividade de quem aplica o modelo. Este artigo objetiva oferecer um modelo de produção de texto sintético como subsídio para a aplicação na Pedagogia de Gênero que escapa à seleção não-sistematizada por preconizar a natureza quantitativa da língua com base no uso para a seleção de 'textos-modelo'. Mais especificamente, apresenta o processo de modelagem de um texto sintético do domínio da Popularização da Ciência a partir de critérios sistêmicos e quantitativos para 'textos-modelo' de base. Em seguida, avalia como o modelo pode contribuir para a eficácia na produção de textos por meio de um experimento de produção textual, no qual se comparam produções de textos sintéticos por dois grupos de aprendizes tendo como base 'textos-modelo' sistematizados por critérios sistêmicos e quantitativos com base no uso. Os resultados mostram que a modelagem de textos sintéticos serve como subsidio eficiente para aplicação no ensino.
Palavras-chave: pedagogia de gênero; programa ler para aprender; síntese textual; modelagem sistêmico-funcional; popularização da ciência.
Abstract: The paper models grammar functionally for the purposes of teaching foregrounding its systemic organization. Genre Pedagogy – a usage-based model of language teaching – selects models of texts for teaching based on the efficacy of language choices are made according contextual patterns. However, a problem that may occur is that ‘model texts’ selected to serve as example texts for teaching could rely not on
patterns of usage alone, but also on the subjectivity of the person who implements the model (being them a teacher, a tutor, an educator and so on). The paper offers a model of text synthesis as a as a basis for application of Genre Pedagogy departing from non-systematic text selection and replacing it with a quantitative approach of language
patterning based on use for the selection of ‘model texts’. More specifically, it presents the process of modelling a synthetic text from systemic and quantitative criteria as the baseline of ‘model texts’. The paper goes on to assesses the contributions of this modelling to the effectiveness of text production by means of an experiment in which texts written by a group of students is compared with synthetic texts generated by quantitative usage-based choices in language systems. Results show how text synthesis
modelling can be an effective approach for applications of Genre Pedagogy.
Keywords: genre pedagogy; reading to learn; text synthesis; systemic functional modelling; popular science.
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DOI: http://dx.doi.org/10.17851/2237-2083.30.2.700-742
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