BEZERRA, J. J.; http://lattes.cnpq.br/4019842779147984; BEZERRA, Jaqueline de Jesus.
Résumé:
This research aims to analyze the contributions of conceptual maps in the rewriting
and retextualization of tales in the 9th grade of Elementary Education, firstly, through
the discussion of the functions and structure of conceptual maps, as well as the
concepts and purposes of rewriting and retextualization; then, through the
development of rewriting and retextualization activities, using conceptual maps and,
finally, through the description of the procedures and the contributions of the tasks of
rewriting and of retextualizing, analyzing the mappings of concepts produced by the
students. The theoretical framework is based on rewriting and retextualization,
especially in the discussions of Marcuschi (2001), with regard to conceptual maps, in
Novak and Gowin (1984) and Moreira (2010) and in respect of meaningful learning, in
Ausubel (2000). The investigation and the collection of the corpus were carried out in
the Elementary and Middle School of Teodorico Teles de Quental, located in Crato,
state of Ceará. 40 conceptual maps were produced by 20 students. Among them, we
selected 4 for analysis. This is a research-action and has a quantitative-qualitative
approach. Based on the analysis, conceptual maps contribute to rewriting and
retextualization, allowing a wider understanding of texts read, organization,
hierarchization of information and perception of main and secondary ideas, thus
contributing to a meaningful learning. Therefore, it is relevant to discuss the
contributions of conceptual maps as strategies to rewrite and retextualize tales.
