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Critical reading of Critical reading of genres: a cross-genres: a cross-

curricular tool-and-curricular tool-and-result in the teaching-result in the teaching-

learning activitylearning activity

Angela Cavenaghi-Angela Cavenaghi-Lessa Lessa (PUC- SP)(PUC- SP)

cavenagh@uol.com.brcavenagh@uol.com.br

Fernanda LiberaliFernanda Liberali

(PUC- SP)(PUC- SP)liberali@uol.com.brliberali@uol.com.br

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OrganizationOrganization

ObjectiveObjective Research Group in ALResearch Group in AL Acting as Citizens:Acting as Citizens: reading in reading in

different fieldsdifferent fields Theoretical backgroundTheoretical background Critical ResearchCritical Research Concluding RemarksConcluding Remarks

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discuss the importance of genre

critical reading as a cross- curricular

tool-and-result in the teaching-learning

activity.

OBJECTIVE:OBJECTIVE:

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RESEARCH GROUP IN ALRESEARCH GROUP IN AL

Doctors, doctoral students, master Doctors, doctoral students, master students , undergraduates students , undergraduates

Objective: to Objective: to understandunderstand - - transformtransform the the unacceptable unacceptable conditionsconditions of Brazilian deprived of Brazilian deprived communities through educationcommunities through education

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If I could I would touch If I could I would touch my own destinymy own destiny

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

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Nor would I be the good boy who sells lemon

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Who Who works in works in the open the open

fair fair

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so as to buy some so as to buy some stale breadstale bread

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I wouldn’t learn wickedness in life

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Crave to placate my own starvation

without robbing anyone

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I swear I wouldn’t even be

acquainted with youth

prisons

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That have been my home ever since I was a

child

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It is bad to wake up at dawn to sell

candies in the train

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If I could change my

destiny

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Today I would be someone

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I would be an intelectual

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

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Many people call me juvenile delinquent

(pivete)

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But very few gave me any support

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I f I could I would not be a social

problem

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I f I could I I f I could I would not be would not be

a social a social problemproblem

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I f I could I would not be

a social problem

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I f I could I would not be a social problem

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I f I could I would not be a social

problem

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Program: Acting as Citizen Program: Acting as Citizen

Teacher education intervention program Teacher education intervention program (PUC-SP – State Secretary of Education);(PUC-SP – State Secretary of Education);

Aim: develop citizenship as a condition Aim: develop citizenship as a condition of those who do not simply accept that of those who do not simply accept that which is provided to them but who also which is provided to them but who also want to construct their own rights and want to construct their own rights and duties interdependently. duties interdependently.

(Freire, 1970 and 2000; Lessa, Liberali & Fidalgo, 2005)(Freire, 1970 and 2000; Lessa, Liberali & Fidalgo, 2005)

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Project: Reading in DifferentProject: Reading in Different Subject Areas Subject Areas

Carapicuíba: dormitory town in the outskirts Carapicuíba: dormitory town in the outskirts of São Paulo;of São Paulo;

Aim: teaching-learning of different subject Aim: teaching-learning of different subject areas mediated by different genres areas mediated by different genres (Bakhtin, 1953).(Bakhtin, 1953).

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Teacher Education Teacher Education PerspectivePerspective

Need detected: Need detected: problems problems with reading with reading Teachers of different subject areas Teachers of different subject areas

meet monthly to:meet monthly to: discuss how to critically read different discuss how to critically read different

genres in their own subject areas; genres in their own subject areas; discuss teaching-learning approaches to discuss teaching-learning approaches to

discursively engage in social practices discursively engage in social practices through reading; through reading;

develop tasks to work with their develop tasks to work with their students. students.

Emphasis on: comic strips, informative Emphasis on: comic strips, informative texts and short narratives. texts and short narratives.

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REVOLUTIONARY ACTIVITYREVOLUTIONARY ACTIVITY ((Newman and Holzman, 2002)Newman and Holzman, 2002)

Tool-Tool-forfor-result -result identified and recognized as usable identified and recognized as usable

for a certain endfor a certain end

Tool-Tool-andand-result-result specifically designed to create what we specifically designed to create what we

ultimately wish to produceultimately wish to produce defined in and by the process of the defined in and by the process of the

production of its objectsproduction of its objects

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Revolutionary Activity:Revolutionary Activity:Vygotsky, 1930/ 1991

Newman and Holzman, 2002Newman and Holzman, 2002 ToolsTools

  

 

subject subject Object:Object:   

 

Tool-Tool-and-and-ResulResul

tt

IdealIdeal

realreal

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Need: critically participate in and evaluate societyNeed: critically participate in and evaluate society

Subjects: students in deprived communitiesSubjects: students in deprived communities

Real objects: Subject Contents Real objects: Subject Contents (scientific and everyday concepts)(scientific and everyday concepts)

Ideal images: Critical use and analysis of these Ideal images: Critical use and analysis of these concepts in the real worldconcepts in the real world

Tools: Critical Tools: Critical readingreading

Initial tool-and-result: Initial tool-and-result: critical reading of critical reading of different genres to different genres to

understand different understand different school subjectsschool subjects

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Piteco Comic Strips: Science Wonders

Natural Science Group

Tânia, Cristina, Denny, Denilson, Ernesto, Ana Maria, Rosalina, Maria

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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(1st person - "Professor Bagulho! Look what I found!") and chronological order.

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The wonders of Knowledge The wonders of Knowledge You certainly have already observed a great variety of You certainly have already observed a great variety of

insects. Try to remember:insects. Try to remember:Have you ever been bitten by a mosquito?Have you ever been bitten by a mosquito?(…) (…)

2 - The wonders of Discovery:2 - The wonders of Discovery:How many classmates have already been bitten by How many classmates have already been bitten by

mosquitoes?mosquitoes?How many are allergic to mosquito bites?How many are allergic to mosquito bites?Do these bites cause any type of disease? Which ones?Do these bites cause any type of disease? Which ones?(…)(…)

3. The wonderful Comics:3. The wonderful Comics:What is the aim of comic strips? ( ) fun ( ) investigation What is the aim of comic strips? ( ) fun ( ) investigation ( ) information ( ) entertainment ( ) motivate reading ( ) information ( ) entertainment ( ) motivate reading How can you support your answer? How can you support your answer? Which comics do you normally read? Which comics do you normally read? Have you ever read Piteco’s comics? How do you like it?Have you ever read Piteco’s comics? How do you like it?

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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?

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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 futureResearching:(…)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.

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CONCLUDING REMARKSCONCLUDING REMARKS

Reading in different areas as a tool-and-Reading in different areas as a tool-and-result: result:

integrates tool and object;integrates tool and object; turns the teaching-learning activity into a turns the teaching-learning activity into a

revolutionary experience. revolutionary experience.

Students:Students: have a chance to learn the contents of the have a chance to learn the contents of the

different subject areas through the texts different subject areas through the texts they read;they read;

learn to read these genres critically.learn to read these genres critically.

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CONCLUDING REMARKSCONCLUDING REMARKS

Teacher Education Activity:Teacher Education Activity: establishes solid ground for a cross-establishes solid ground for a cross-

curricular view of educationcurricular view of education creates a chance to move from the creates a chance to move from the

divided - though unshared - divided - though unshared - knowledge reproduction school knowledge reproduction school model to a shared, undivided type of model to a shared, undivided type of production, of truly non-production, of truly non-encapsulated knowledge encapsulated knowledge (Engestrom, 1991).(Engestrom, 1991).