Programa de Pós-Graduação em Letras - PPGL/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2310
O Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA). Confere ao candidato habilitado o título de Mestre e/ou Doutor em Letras, nas Áreas de Concentração em Estudos Literários ou Estudos Linguísticos, tem como objetivos gerais e fundamentais: preparar pesquisadores capazes de desenvolver trabalhos científicos no campo dos Estudos da Linguagem; desenvolver a competência profissional e científica do graduado para que ele atue com criticidade na sua área de conhecimento; e produzir conhecimento científico relevante para o país, com ênfase, quando oportuno, para as especificidades linguísticas e literárias presentes na Região Amazônica.
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Item Acesso aberto (Open Access) Aprendentes idosas e produção textual escrita: uma sequência didática em contexto de educação emancipatória(Universidade Federal do Pará, 2012-06-20) SOUSA, Betânia Rocha de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) Avaliação da aprendizagem em língua inglesa no primeiro ano do ensino fundamental em escolas públicas do município de Castanhal (PA)(Universidade Federal do Pará, 2014-06-27) BARBOSA, Emília Gomes; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This study investigates the assessment practices in the Teaching of English as a Foreign Language to Young Learners (LEC) in the first year of primary education in public schools in the city of Castanhal, PA. The research analyze which guidelines are contained in official municipal documents with regards to teaching and assessment in LEC, to describe the assessment practices developed by teachers in this context, to analyze the integration of these practices with LEC's teaching and learning goals, and to indicate pointers to make the assessment of learning practices more effective, theoretically and methodologically. To achieve the proposed objectives, a qualitative documentary study was conducted. We analyzed the official documents that guide teaching and assessment in LEC, 220 student development reports, which are recommended assessment tool for this school level, as well as interviews and questionnaires given to 14 teachers working in this context. The theoretical framework is based on the contributions of Cameron (2001), Strecht-Ribeiro (2005) and Scott and Ytreberg (1990) regarding the teaching and learning of LEC, as well as the discussion of some aspects of assessment of learning (HADJI, 1994, 2007; BONNIOL; VIAL, 2001; FERNANDES, 2009; PERRENOUD, 1999) and assessment of learning in LEC (MCKAY, 2006; IOANNOU-GEORGIOU 2011; SHAABAN, 2001). For data analysis, we used the Content Analysis technique (ROSA, 2013). The analysis results indicate a lack of coherence between the assessment practices and the teaching goals and principles in LEC. The data also reveal a lack of training for teaching, assessing and designing syllabus in LEC, combined with a known tendency to prioritize structural aspects in the teaching of foreign languages, instead of communicative activities. Finally, this study shows the need to promote other studies that investigate the assessment practices used in LEC, as well as the urgency to define official national guidelines for teaching and assessment that take into account the characteristics and needs of the children within this context.Item Acesso aberto (Open Access) Avaliação da compreensão escrita de alunos surdos do ensino fundamental maior(Universidade Federal do Pará, 2012-09-26) CARVALHO, Márcia Monteiro; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) A avaliação da compreensão leitora em espanhol língua estrangeira: análise de provas de vestibular(Universidade Federal do Pará, 2007-05-31) SÁEZ BENEYTEZ, María Freya; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146It aims to analyze in a quantitative e qualitative way the avaluation of Spanish as a Foreign Language reading comprehension in Northern Brazil University entrance examinations, to be able to prove the types of reading operations – and, therefore, of models – favored in the tests analyzed; to establish a relationship between the collected tests and their underlying didactic conceptions; to identify some problems in the test items based on a series of quality parameters; to analyze the validity of the selected tests; and to detect possible differences between the examinations elaborated by public and private Higher Education Institutions. This analysis demonstrates, on the one hand, a tendency to prioritize bottom-up reading models, with the subsequent valuation of low level cognitive operations and lexicalgrammatical aspects of language, as a consequence of a didactic reading conception based on a Structuralist approach. On the other hand, this study shows the existence of serious deficiencies in the University entrance examination items, which affect their validity.Item Acesso aberto (Open Access) Avaliação em obras didáticas de língua portuguesa : regulação no ensino e na aprendizagem da escrita?(Universidade Federal do Pará, 2019-08-22) BAHIA, Emídio Júnior Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Ce mémoire analyse la function de l’évaluation dans les activités relatives à l’enseignement et à l’apprentissage de l’écriture dans les manuels scolaires de Portugais – Langue Maternalle, car les documents de référence pour l’enseignement des langues au Brésil indiquent que les ressources d’évaluation dans les manuels doivent être alignées sur les objectifs suivants : perspective de l'évaluation formative cognitive, dont la fonction est la régulation de l'apprentissage. Pour ce faire, nous discutons des conceptions liées aux axes de ce travail : évaluation, écriture et manuel scolaire. Dans l’axe «évaluation», nous abordons les concepts de régulation de l’apprentissage (ALLAL, 1984/1988, HADJI, 2011, PERRENOUD, 1999) et de l’autorégulation de l’apprentissage (HADJI, 2011, PANADERO; ALONSO-TAPIA, 2014a, ZIMMERMAN; MOYLAN, 2009), concepts de base de l'évaluation formative cognitive. Dans l'axe «écriture», nous abordons les modèles théoriques de cette activité dans le contexte scolaire (CHABANNE; BUCHETON, 2002), les concepts d'évaluation de l'écriture dans les documents de référence (BRASIL, 1998a, 2013, 2016), ainsi que le modèle d'écriture suggéré par les paramètres nationaux du curriculum (BRASIL, 1998a), qui présente des similitudes avec le modèle de Hayes et Flower (1980). Dans l'axe «manuel scolaire», nous traitons des concepts d’ «oeuvre didactique» (BRASIL, 2015, 2015a), de «manuel didactique» (BATISTA, 2003), et nous situons le dispositif didactique comme un instrument didactique de régulation de l'écriture (WEISSER, 2010). Nous discutons en outre de ses fonctions essentielles (CHOPPIN, 2004), en accordant une attention particulière aux fonctions référentielle et instrumentale, qui s’alignent respectivement dans la perspective de la transposition didactique du contenu (CHEVALLARD, 1991) et dans la perspective de la médiation et de l’aide à l’intervention (HALTÉ, 1992 ; CUNHA; CUNHA, 2011). Sur la base de cette réflexion, nous avons examiné trois manuels scolaires: «Português - linguagens», «Projeto Teláres - português» et «Para viver juntos - português»; à travers une analyse avec des catégories de contenu, basée sur les variables d’évaluation (HADJI, 1994), en se concentrant sur les propositions d’évaluation des manuels de l’enseignant et sur les projets didactiques-évaluatifs des manuels de l’élève qui constituent le corpus. Et pour cela, nous utilisons la méthode d'interprétation des données, conformément aux directives de Moita Lopes (1994). Les résultats ont montré que deux des manuels scolaires les plus acquis du PNLD présentent une proposition d'évaluation de l'apprentissage alignée sur la perspective de l'évaluation formative néo-behavioriste (BLOOM et al., [1971] 1983), dont la fonction est la correction de l'enseignement et non de régulation de l'apprentissage. l’apprentissage continu, et l’un des travaux n’a même pas soumis de proposition d’évaluation. De plus, ils ont montré que les projets didactiques-évaluatifs des livres de l'élève suivent la même perspective, à l'exception d'un travail qui présentait un projet didactique-évaluatif dans le prisme de la régulation de l'apprentissage en cours. Cependant, ce travail était le troisième plus acquis, ce qui montre également que la plupart des travaux didactiques en langue portugaise acquis en PNLD ne disposent pas d'une fonction d'évaluation du point de vue de la réglementation. Ces données nous montrent que, bien que plus de vingt ans se soient écoulés depuis la publication du premier volume de PCN, les manuels scolaires en langue portugaise les plus largement diffusés présentent toujours des conceptions de l’évaluation de l’apprentissage et de l’écriture tirées de l’apprentissage dans une perspective incompatible avec la recherche la plus récente en évaluation.Item Acesso aberto (Open Access) Avaliação formativa como estratégia de desenvolvimento profissional de professores de português língua estrangeira(Universidade Federal do Pará, 2022-01-01) SILVA, Fernanda Sousa e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054Item Acesso aberto (Open Access) Avaliação formativa e ensino-aprendizagem de Língua Francesa na Educação Básica(Universidade Federal do Pará, 2017-05-05) ALVES, Luciana de Oliveira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) Avaliação formativa em educação online(Universidade Federal do Pará, 2017-05-05) SANTOS, Tiago Sousa; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146The large demand for online education raises the need to search how evaluation practicesregulating occur in this environment. This dissertation investigates if the formative assessment alternative can, in the framework of online education, help to develop academic skills. To this end, we conducted, according to the procedures, action research and as for analysis technique, a qualitative research in education online, where we implemented, together with University students of an online shop, a Didactic Sequence with the academic poster. Data constructed from the various regulatory processes (shared regulation, coregulation and self-regulation) provided by Moodle tools 2.9 (Forums, Wikis, Tasks, Assessment Labs, Research, Lesson, Checklist) made it possible to analyze the route of one of the learners. From the theoretical point of view, the work is based on three pillars: i) the concept of formative assessment, focusing on alternative regulatory processes of teaching/learning, ii) online education and Web 2.0 features, such as collaboration and interaction, iii) the academic poster, with a focus on academic literacy and with an emphasis on its multisemiotic features (verbal and visual dimensions of teaching object). The results indicate that the formative evaluation is possible in online education and can help to develop academic skills. It was also found that formative assessment is not only built by the metacognitive and self-regulatory processes of the individual learner, but also through various interactions and collaborations, that occurred with the dimensions taught and that might be better visualized in the virtual environment, because the writing allows the registry of each interaction.Item Acesso aberto (Open Access) Avaliação formativa na Licenciatura de Espanhol: autoavaliação e autorregulação em foco(Universidade Federal do Pará, 2014-05-21) NEYRA, Patricia; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This paper discusses an experience with formative assessment focused on self-assessment and self-regulation in language competences and learning strategies. The research reported here aimed to identify what students of Bachelor of Spanish Foreign Language (S/FL) self-assess and self-regulate in their learning, what is the impact of the self-assessment and self-regulation effective in their communicative language competence and ability to learn and, finally; what are the educational activities that promote self-assessment and self-regulation of these competences. To achieve the proposed objectives, we chose to conduct an action research, which was developed in the subject Spanish Language III of the Bachelor’s degree in Spanish at the Federal University of Para (UFPA) - Campus Castanhal. The theoretical framework is based on authors like Allal (1986; 2007), Bonniol and Vial (2001), Perrenoud (2007), among others. For data analysis, it was noted how three students in the class dealt with the proposed formative activities during the course and it also was related their performance in the subject with their attitude regarding those activities. The results show that initially, the language competences were the most assessed and self-regulated objects by the students. However, as the learners were induced to think about other dimensions of foreign language learning, some of them began to include the metacognitive aspects in their self-assessments and self-regulations, which favored an improvement of their communicative language competence and their ability to learn. The formative activities that provided the most effective self-assessment and self-regulation were the self-assessment guideline, learning dairy, the development of communicative goals and assessment criteria, as well as situations involving self-assessment, co-assessment and mutual assessment practices.Item Acesso aberto (Open Access) A avaliação formativa no ensino-aprendizagem do português: o procedimento webquest em análise(Universidade Federal do Pará, 2012-07-02) RODRIGUES, Keifer Eleutério; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This dissertation approaches the use of the Internet in the process of teaching / learning of mother language, more specifically the use of the Webquest technological procedure as a didactic and pedagogical tool which supports school teaching, learning and assessment processes, and consequently optimizes the development of language competences by the students. To support the inclusion of New Information Technologies and Communication in teaching and learning of mother language, at first a reflection will take place about the theoretical and methodological framework that has been proposed by recent studies of Languages Didactization and the PCNs to the mother language. In this reflection, focus on the principles of the teaching and learning interactional approach of languages and formative assessment, showing their relevance to a fruitful work in the classroom. Then join to these fundamentals, the studies developed by the Educational Technology, which deals with computer use as an educational resource, emphasizing the constructivist theory as a theoretical basis that guides this practice. In this context, is defined more specifically the Webquest research methodology, which can employ the Internet to support student interaction with diverse information, peoples and to deal with the real language use, within a contextualized environment in social and communicative practices. Based on this theoretical stand, I will analyze seven Webquests produced by the students of the Language Course at Federal University of Pará, aiming at verifying if this methodology if this methodology is consistent with the teaching and learning interactional approach of mother language and formative assessment favours learning (self) evaluative and (self) regulation procedures, indispensable for the development of the language competences on the written production. In this document analysis, performed from the perspective of qualitative research, it is proposed as the main objective is to contribute to the insertion of the Webquest technological procedure into productive practical learning and teaching practices of mother language, as a way of providing theoretical support for the use of this tool in interactional educational principles.Item Acesso aberto (Open Access) A avaliação somativa nas sequências didáticas para o oral e a escrita em português(Universidade Federal do Pará, 2011-09-23) SILVA, Denise Prado da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked some proposals of transformation and reformation of the practices of evaluation that have been leading to a theoretical predominance of assessment and to the abandonment of the researches about somative evaluation. But this type of evaluation is more used for the teachers of all school levels. The application of somative evaluation is necessary to the educational institution legitimate and certificate the obtained result on the end of a period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work in classroom with the mother language through the Didactic Sequence for the teaching of several genres. Although the somative evaluation has been included as one of components of Didactic Sequence (the final production), it seems that it is not mentioned much about the practices that type of evaluation presupposes and about its inclusion in a formative procedure. This research has as aim, therefore, to identify difficulties and possible solutions about the somative evaluation in Didactic Sequences to oral and writing in the teaching/learning Portuguese Language. After characterize the somative evaluation and the instruments that this evaluation mobilizes in the teaching/learning of Portuguese language, we propose the analysis of a corpus of the seventeen academical documents with the purpose of verify as the somative evaluation was realized in different Didactic Sequence related in these documents. It was analyzed the occurrence or not of the somative evaluation in the final product, the objects of the learning considered in this type of evaluation. After this, we show the importance of the articulation between somative evaluation and formative assessment presupposed in Didactic Sequence.Item Acesso aberto (Open Access) Contribuição da avaliação formativa para o ensino/ aprendizagem da produção escrita em turmas numerosas(Universidade Federal do Pará, 2008-08-26) PORTAL, Michele Seabra; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Desconhecido Didatização de gêneros textuais e avaliação formativa: uma análise da apropriação do procedimento “sequência didática” por professores de português em formação inicial(Universidade Federal do Pará, 2018-07-16) BARBOSA, Marcos Ferreira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054In the present research, we undertake a discussion about the teaching-learning of textual production based on textual genres. Our focus is the acquisition of procedures for the didactization of genders in the initial formation of Portuguese teachers. In this occasion, we propose the analysis of the appropriation of the didactic-methodological device Didactic Sequence by students of the licentiate course in Portuguese Letters of the Federal University of Pará, Campus Abaetetuba and Belém, establishing the following objectives: describe intervention proposals pedagogical approach involving the didactic-methodological procedure called "Didactic Sequence", elaborated by university students; analyze the characteristics of the proposals for intervention in the light of the theoretical assumptions on which they are based; to analyze the possible evidences of formative assessment processes – such as regulation, self-regulation, co-evaluation and self-evaluation – in the proposals studied; guidelines for favoring procedures of "gender didactization" by teachers in initial training. Our theoretical foundation is based mainly on the thinking about the discursive genres in Bakhtin, from the perspective of Sociodiscursive Interactionism and Language Didactics (BRONCKART, DOLZ, SCHNEUWLY et al.) and the Francophone formative (ALLAL, FERNANDES, FRISON et al.). As for the methodological procedures, we conducted documentary research, with a qualitative approach and with an exploratory objective; having as corpus of analysis proposals of Didactic Sequence elaborated by undergraduate students. Our analyzes lead us to perceive significant difficulties in the appropriation of new theoretical perspectives and of didactic-methodological proposals aimed at teaching-learning of the mother tongue, especially as regards the integration of formative evaluation to activities of textual production; we relate these difficulties to the previous school education of the university students, very marked – in the Brazilian context – by the textual production dissociated from a definite sociocommunicative context, by the use of the text as a support for the study of grammatical description and by the exclusive use of the summative evaluation in detriment of the formative evaluation.Item Desconhecido O ensino/aprendizagem do português e a avaliação emancipatória: repensando a experiência da Escola Cabana(Universidade Federal do Pará, 2005) SOUZA, Cláudia Nazaré Gonçalves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Desconhecido Formação inicial de professores de Francês língua estrangeira no ensino remoto: a ótica da avaliação formativa no desenvolvimento do agir didático(Universidade Federal do Pará, 2022-06-28) ALVES, Luciana de Oliveira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054Item Desconhecido Os instrumentos formativos no processo de ensino/aprendizagem da escrita(Universidade Federal do Pará, 2012) LAMEIRA, Renata dos Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Desconhecido Modalidades de avaliação da aprendizagem e suas relações com o ensino/aprendizagem de português língua materna(Universidade Federal do Pará, 2009-08-28) MELO, Kelly Cristina Maragliani; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Desconhecido Práticas de aconselhamento e regulação da aprendizagem em aulas de Português língua estrangeira: em busca de uma integração(Universidade Federal do Pará, 2021-02-26) OLIVEIRA, Marcia Alves de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054This study aims at articulating language counseling and formative assessment practices in learning Portuguese as a Foreign Language (PFL) by beginner students who have experienced a context of immersion in Brazil, in an intensive course to prepare for a certification exam in which they must achieve the equivalent to B1 level of the Common European Framework of Reference for Languages (CEFR). The motivation for carrying out this study arose from my personal experience as a language learning advisor and from an interest in understanding how regulatory and self-regulatory processes of formative assessment can be enhanced through counseling practices. However, language learning advising usually takes place outside the classroom, at the pace desired by the learner, and it is not necessarily linked to the learning objects of language classes, as it occurs with formative assessment which is exercised towards learning objectives. The PFL class of the Student-Graduation Agreement Program (PEC-G) of the Federal University of Para (UFPA) has only seven to eight months to pass the exam. So, it is a favorable environment to develop research in formative assessment and counseling practices linked to a pedagogical action. Therefore, this research aims at contributing to a didactic-pedagogical articulation between regulatory and self-regulatory learning processes as well as counseling in language learning to foster students’ autonomy. This study is an action research carried out in a class named pre-PEC-G at the School of Modern Foreign Languages (FALEM) of the Institute of Letters and Communication (ILC) from February to October 2019, adopting a qualitative interpretative approach. Data, although limited, shows the benefits obtained from this integration between formative assessment processes and counseling practices that allowed a significant increase on the cognitive and metacognitive self-regulation of learners regarding their learning process, and, consequently, enhancing the development of their autonomy.Item Desconhecido Processos de regulação em práticas de ensino para futuros profissionais de francês(Universidade Federal do Pará, 2014-07-28) SILVA, Fernanda Souza e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Desconhecido Processos de regulação na produção escrita em Português língua estrangeira(Universidade Federal do Pará, 2012-10-30) SILVA, Renata de Cássia Dória da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This paper aims at contributing to the development of the teaching-learning written production in PFL (Portuguese as a Foreign Language) and it is justified by the increasing demand of this language in several institutional and geographic contexts. More specifically, it investigates in which ways some formative assessment procedures help the appropriation of competences of the written production for the PFL users who attended the Portuguese classes for seven months in the year of 2011. For this reason, we tried to elaborate and experiment some instruments as facilitators of the written production regulation in PLE, as well as analyze how the use of these instruments impacted in the written production learning of these Portuguese language learners. The research was done with a group of foreign students who came to Brazil taking part of the federal government program PEC-G and prepare themselves to take the CELPE-Bras certification examination. The entrance of these students in a Brazilian university depends on their approval in this national examination. These learners need to read and write, with proficiency, texts which belong to different genres in order to be well succeeded not only in the certification examination but also in the future academic activities in Brazil. The theoretical reference allowed us, in a way, to go deeper in the formative assessment as a regulatory device in the teaching and learning of a language as well as, in another way, helped in the description of the written production processes and of the requirements of this task in the PFL context. The investigation was done through a research with the students so that they could be helped use the necessary resources to solve their problems concerning the written production. The final results of this work point that the co-assessment and self-assessment formative procedures favor the written regulation in PFL allowing the learners to improve their textual production as well as, it is assumed that they also improve their textual competence although the teaching activities as well as their absence seem to be of great importance.