Programa de Pós-Graduação em Letras - PROFLETRAS/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8045
O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS), cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal), é um Programa de Pós-Graduação stricto sensu (nota 4), criado em 2013, que tem como finalidade a “capacitação de professores de Língua Portuguesa para o exercício da docência no Ensino Fundamental, com o intuito de contribuir para a melhoria da qualidade do ensino no país” (trecho do Regimento do Programa). A UFPA é uma das 49 unidades que integram o conjunto de Instituições Associadas do Programa (IAPs), tendo atualmente 35 alunos matriculados e 14 professores Doutores envolvidos. A UFPA é a Instituição que vem apresentando a maior demanda do Programa em todo o Brasil, tendo obtido em 2013 o recorde de 857 candidatos inscritos para 26 vagas.
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Item Acesso aberto (Open Access) A descrição como recurso textual-discursivo na produção escrita de alunos; proposta didática para o Ensino Fundamental(Universidade Federal do Pará, 2020-03-30) SILVA, Clara Maria Mesquita; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This work has as its theme the description as a textual discursive resource in the students’ written production. It is worth noting in this study the fact that the description, as a resource of textual composition, contributes to the coherence and it fits to the argumentativeness. Students find it difficult to operate / write descriptive sequences with an argumentative / expressive value. And the description constitutes a daily sociodiscursive demand. Considering these points, this research asked: what knowledge do students have regarding the use of descriptive sequences? It aimed to design and carry out a didactic proposal - partially based on Lopes-Rossi (2011; 2006) - composed of activities that analyzed the description as a textual / discursive resource, aiming at the development / improvement of the students' descriptive competence. Methodologically, this work was guided by the processes of research-action. A descriptive / exploratory analysis was made of how the textbooks, from three collections of Portuguese Language, intended for the final grades of Elementary School, didactically approach the typology description. It was analyzed, diagnostically, if the students researched add descriptive sequences to their texts / tales. If so, how do they proceed? Then, the proposal was applied and the results analyzed, observing the new texts / tales written by the students. This work is substantiated on the theoretical constructions of Textual Linguistics, concerning the text and the fact that textuality is the result of the connection between linguistic and non-linguistic factors; and the interactional conception of language when dealing with the writing process - (KOCH 2017; 2016); Marcuschi (2010; 2012); Antunes (2010); and Bronckart (1999). And, above all, it is guided by exposures of Marquesi (1995; 2007; 2011; 2017) concerning the formulation of a theory to the descriptive superstructure and to the linguistic-discursive specificities of this typological sequence. In the process of the research, it was identified that, predominantly, the activities suggested by textbooks cover the description superficially, out of the contexts, or as a pretence for metalanguage. The results obtained after the implementation of the didactic proposal showed a relative progression of the constructed descriptions. The students showed progress in the development of coherently draining the characteristics highlighted by the descriptions made. Therefore, they made descriptive utterance favorable to the semantic / thematic progression of their tales. They already outline skills for building more creative, more complex descriptions: which move from the level of concrete operations to the level of logical operations, through the use of stylistic resources. It is evaluated, therefore, that undertaking teaching strategies in which the description typology is studied - considering its discursive, argumentative and expressive function - can contribute to the improvement of the students' ability to create verbal images coherent with specific goals (revealing the profile of a character, producing cryptic clues, creating suspense ...).Item Acesso aberto (Open Access) O ensino da gramática por entrada de sentido: caracterização de seres/eventos em português(Universidade Federal do Pará, 2020-12-11) CAVALCANTE, Márcia do Socorro Botelho; ABDON, Iaci de Nazaré Silva; lattes.cnpq.br/2212976917586395This work is part of the Languages and Literacy area of the Professional Master of Arts (PROLETRAS) at the Federal University of Pará, and has as its theme a theoretical-practical study on the characterization of beings and events in Portuguese through the entry of meaning. It is problematized that the majority of students in the school research context shows insecurity in how to identify characteristics of beings and events expressed in a text, considering that, in addition to adjectives, other linguistic forms are related to the category of meaning in question. In this job. Based on the phenomenon raised, in the light of the theoretical-analytical assumptions of Semiolinguistics, based on studies by Travaglia (2011) and Charaudeau (2015), in addition to contributions by scholars such as Bakhtin (1992 [1929], Geraldi (2003 [1997] , 2012 [1984]), Zanini (1999), Neves (2018), North & Santaella (2017), has as its general objective to develop a Educational Product on the teaching of grammar by input of meaning, from the methodological focus of Lopes-Rossi (2002; 2008), and contributions by Menegassi (2010; 2018) and Ohuschi (2018; 2019) and Ritter (2010), to be developed in classes of the 9th grade of elementary school. ) to investigate the prior knowledge of the research subject students regarding the characterization process; (ii) to examine the contribution of grammars about the characterization study (adjective), which may serve as a parameter for the present work; (iii) relate the theoretical conception constructed by the Grammar of Senses with school practice in the teaching of grammar in Portuguese. As a methodological option, a participatory research was carried out, of a predominantly descriptive-qualitative nature in the treatment of the data collected, by which it was sought to have evidence of the knowledge of the research subjects regarding the characterization process and the forms available in the Portuguese language. The instruments used for diagnostic research consisted of observation techniques and records for the constitution of a corpus from which it was confirmed that, although the students demonstrate competence to characterize, they do not have sufficient mastery that there is a diversity of ways of language to express categories of meaning, which justifies investing in the teaching of grammar with input by the senses. With the results in hand, the Educational Product Text, Grammar and Sense Production was formulated, whose proposed activities are distributed by didactic modules - reading, linguistic analysis, textual production and public disclosure - and whose final product is , the written production of a collection of personal reports, preferably, to be done by students of the 9th grade.Item Acesso aberto (Open Access) Estratégias de leitura como instrumento na formação do leitor competente(Universidade Federal do Pará, 2016-12-14) MIRANDA, Hamilton de Jesus; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395By understanding reading as a process of social interaction in which the reader interacts with the text in a critical and active way, able to attribute meaning to what he reads, we have developed this study with the objective of approaching the teaching of reading comprehension strategies as an instrument in the formation In order to reach the desired goal, we base this work on the dialogical conception of language and the perspective of discursive genres from Bakhtin / Volochinov (1992) , Bakhtin (2003), and in the theoretical assumptions related to the Bakhtinian interactionist view of language, expressed in the NCPs (BRASIL 1997- 1998 - 2001), in the studies of Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman Menegassi and Menegassi (2010), and in addition, authors based on the constructivist conception of teaching and school learning defended by Coll (1990), a theory in which Solé (1998) is based when it comes to teaching reading comprehension strategies. It is a qualitative / participatory research, in which we seek to describe the discourse of the subjects studied, making a parallel with what the documents provided by the school collaborating the research say, retaking in the analysis the current theories in the research. The results of the study show that the work with the reading proposed by the school is not enough to make the reader an active and participative subject of the teaching and learning process and, therefore, does not make it sufficiently develop its reading abilities. The reading of the text is still done in an elementary way, with a more pronounced focus on the oralization of writing and its grammatical aspects, without a thematic deepening aimed at the critical dialogue with other readings and the singularities of the text itself, factors that contribute to An effective reading in the construction of the senses in the act of reading. We understand that one of the reasons that lead to this practice is the little investment in a systematized work with reading, which promotes reader-text-author integration. Although there is a great effort of the teachers, the reading activities elaborated by them still fall short of a work that in fact contributes to the formation of a competent reader, capable of making social use of reading in different communicative situations. The analyzes culminated in a proposal for reading comprehension activities, as defined by Solé (1998), which guides that reading must occur in three moments: before, during and after reading the text.Item Acesso aberto (Open Access) O estudo da estrutura da frase: contribuição para a produção de alunos do 8º ano do Ensino Fundamental(Universidade Federal do Pará, 2019-09-20) AMORAS, José Luiz Ferreira; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395The present work has as object of study the phrase in real contexts of communication. It presents as a general objective to contribute to the development of students' ability to construct well-structured phrases in order to compete for the expansion of their textual-discursive competence in the production of written texts. It is guided by the specific objectives of understanding the students' knowledge about phrase construction when producing texts; make a theoretical-descriptive approach to the phrase that considers it in its effective use in the text; to relate the study of the phrase with the reading and production of texts through the discursive discourse approach. From the appropriate theoretical bases and the guidelines of the National Curricular Parameters, which affirm that the teaching of the portuguese language should be based on reading, textual production and linguistic analysis, took effect the research and pedagogical intervention was carried out during the school years 2017, with a group of 8th grade, and 2018, with the same class, in the 9th grade, of a state school in the city of Ananindeua-PA. The starting point was the descriptive-qualitative research, for diagnostic purposes, from which we implemented a pedagogical intervention, which consisted in the elaboration and application of a didactic proposal, whose main objective was to contribute for the student to construct knowledge about how improve the organization of their phrase in the composition of the text, which could increase their ability to produce well-written texts in their linguistic materiality and in the coherent progression of ideas. For this purpose, this work was based on the functionalist theories of language / language study, regarding the use of the language in real contexts of verbal interaction, having as main theoretical reference the Dutch Simon Dik (1989), who developed a theoretical proposal in the scope of functional grammar, giving a great contribution to the functionalist conception of the language on the syntactic aspect of the phrase’s predication. In addition to this linguist, are important references of this work the studies made by Borba (1996), Bakhtin (1997), Martelota (2003), Pezatti (2004), Neves (1994, 1997, 2000, 2003, 2004), Lopes-Rossi (2008), Castilho (2010) e Antunes (2014). The conclusion of the study points out that it is of immense importance to acquire knowledge about the possibilities of constructing phrases, structurally, well organized, in contexts of real use of the language, since this knowledge contributes to the increase of the textual-discursive competence of the student. In fact, the research revealed that, with the knowledge built on how to better organize the phrase structure, the students were able to improve their textual productions, becoming more adept at complying with principles that regulate the proper formation of a text.Item Acesso aberto (Open Access) A modalização como estratégia de leitura e escrita(Universidade Federal do Pará, 2015-08-24) GONÇALVES, Janaina Maria; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This research aims to contribute to the Portuguese language teaching in school Melvin Jones, located in Uruará (PA). It focuses on students in 9th grade and its object of attention is a fact of the language in respect of which these students show little domain: the use of modalization. Based on the theories of functionalism and argumentativity, efforts were invested in the construction of an educational notebook, in order to enable students, especially through activities anchored in genres, the expansion of its communicative ability; and provide teachers with a reflection on actions conducted in class in a dialogical perspective, seeking to enter the reflective grammar in teaching. Through a methodology focused on action research, are analyzed and proposed teaching-learning situations on modalization in various genres, directed to the 9th grade classes of elementary school. From the notions and concepts of Neves (1997, 2002.2004) Travaglia (2004, 2009, 2013), Koch (1996, 2000.2002), Dolz & Schenewwlly (2004), and Castilho Castilho (1993) among others, it was conducted a study focused on the conception of language as a dialogic activity that updates in everyday discourse and is embodied in the diversity of genres. The study of modalization conducted led to the conclusion that the teaching methodology guided by the use of grammar assumptions (reflective) and didactization of genres graduate students with broad language skills of textual production and reading comprehension.Item Acesso aberto (Open Access) Os operadores argumentativos no processo de leitura e de produção textual: uma proposta de ensino para alunos do 9º ano(Universidade Federal do Pará, 2021-04-12) SOUZA, Adriane Andrade Souza de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395The present research has as its theme the teaching of argumentative operators in discursive genres of the journalistic domain regarding the reading and writing process of elementary school students. The interest in developing it emerged in the classroom routine, as a Portuguese language teacher, when observing the students' difficulty in building, with proficiency, appropriate argumentative texts, including the mastery of linguistic operators that signal the relationship built between arguments. As a general objective, we elected to elaborate a didactic proposal for students of the 9th grade of elementary school, from a state public school in the municipality of Igarapé-Açu, Pará - Brazil, which expands their knowledge about the construction of textual argumentation through argumentative operators. To fulfill the intended objectives, the present research, of a qualitative character, was developed in two distinct stages: the first referring to the construction of information about the knowledge that the students have, about the argumentative operators when proceeding to the reading and production of texts by argumentative excellence; the second concerning the elaboration of a teaching proposal based on the model suggested by Lopes-Rossi (2002). To support the research, the studies of argumentative semantics developed by Ducrot (1987, 1989) and theoretical constructions of functional linguistics in Halliday e Hasan (1976), Haiman e Thompson (1984), Lehman (1988) and Van Dijk (1981, 1992) and the studies systematized by Koch (1995, 2003, 2009, 2015) in the context of textual linguistics. The diagnostic evaluation showed results relevant to the elaboration of the teaching proposal, which, in summary, point to the fact that most students use argumentative operators, but have a limited command of the existing possibilities of the language, as well as revealed the use of discursive relations. conjunction (additive) with the operator and with frequent frequency by editors. It was also evident the lack of knowledge of the importance of argumentative operators in signaling semantic-argumentative relations in the text, which justifies the relevance of developing a didactic proposal with a view to promoting more knowledge about the argumentation built by linguistic resources.Item Acesso aberto (Open Access) A paragrafação na organização do texto escrito: uma proposta de ensino para alunos do 9º ano do Ensino fundamental(Universidade Federal do Pará, 2018-03-26) BARROS, Raimundo da Silva; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This work invests in the didatization of the organization of the written text, through the paragrafation. The aim of this study was to analyze the macrostructure and superstructure of the texts of 9th grade students, in order to identify the problems related to paragrafting strategies and the possibilities of delimiting the paragraphs in typographic and linguistic-cognitive terms. Its specific objectives are: to identify and describe the presence or not of planning in the organization of the text of the students; examine and describe the topical structure manifested in students' texts; demonstrate the importance of the topic in the construction of a coherent paragrafting; to elaborate a didactic proposal about the paragrafication, taking as a basis genres in which argumentative (expor / prove) sequences predominate. The study takes as general theoretical assumptions the grammar of text in the model presented by Van Dijk (2000) and the textual typification presented by Adam (2008). Besides these authors, the work was based on the notion of discursive topic in Jubran et al. (1992) and in the study of paragrafting postulated by Rehfeld (1984). It is a research of an applied nature, since it aims at the production of knowledge that has practical application and directed to the solution of real and specific problems; has a qualitative character, insofar as it considers a dynamic relation between the real world and the subject that can not be translated into numbers. The subjects of this research are students of the 9th year of elementary education II, of urban school of the public network of the city of Macapá, Amapá. The results of the study demonstrate a tendency for the student to produce argumentative type text with predominantly typographic paragrafting criteria, which reduces the possibility of detailing the discursive topic and compromises text slicing and, consequently, argumentativeness. With the objective of developing the students' textual-discursive competence regarding the paragrafation, the work presents a didactic proposal about the properties of the centration and organicity as parameter to be adopted in the work, in the classroom, with the paragrafation of texts of argumentative superstructure. The proposal is based on the genre of opinion, whose paragrafting is of the order of exposition / argument.Item Acesso aberto (Open Access) A prática da intertextualidade na formação de leitores e produtores de texto proficientes(Universidade Federal do Pará, 2020-07-28) LIMA, Josué Pereira de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.Item Acesso aberto (Open Access) A produção do discurso narrado/comentado: uma proposta de ensino para alunos do nível fundamental a partir do gênero crônica(Universidade Federal do Pará, 2018-03-28) SODRÉ, Maria de Lourdes; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This work deals with the production of texts from the narrative base of the 7th year of middle school, taking ethics as the theme. The starting point is a diagnosis of the writing problems of these students in order to help them understand textual construction strategies related to the textual infrastructure (general plan, articulation of discursive worlds, types of sequences and ways of articulating them) and character referencing. It also aims, through an intervention proposal, based on the interactionist conception of language, to lead the students to reflect on ethical conduct from certain situations present in their context of living and in society in general. It is believed that exposed to these experiences, they can, through interaction and dialogue, respect attitudes and opinions, act in an authentic way, "forming ideas and being formed" in an "intimate" process of production knowledge. The work is based on the theoretical constructions of Bronckart (1999) on discursive worlds and on the dimensions of the organization of the text, it also uses the contribution of the studies on textual reference, as well as including considerations on ethics guided by Freire (2015) and Souza (1995), it also reflects on teaching-learning issues of writing based on Antunes (2003, 2010), Geraldi (1984, 1997, 2011), Koch e Elias (2011, 2015), Oliveira (2010), among others. Actually this work is participant observation research oriented to a qualitative analysis of the data, which consists of steps that involve the collection of the corpus: texts produced by the students from the presentation of reading and writing workshops using texts with a narrative basis with emphasis on themes related to ethics; description and analysis of students’ output; and the construction of a didactic proposal aimed at minimizing the identified problems related to the students' textual production, as well as providing discussions on various topics related to ethics. The genre selected for the work is the chronic one, since it is a gender linked to the daily life, commonly accessible to people's experiences, and for its didatization, with option for texts that deal with ethical issues, to contribute to the formation of more ethical and critical students about their time and region. The results of the research point to the students' difficulties regarding the organization of the general infrastructure of texts and the articulation of discursive worlds, as well as limitations regarding textual reference strategies. But they also reveal that the narratives that the students produce attend to a relative organization of the global semantic content, which implies that it is necessary to extend in them a latent competence to compose well-formed texts on their infrastructure. And this result justifies the investment that was made, in this work, in a didactic proposal idealized for future application by those who bet on changes in the routine of text production classes.Item Acesso aberto (Open Access) A produção textual de base narrativa no ensino fundamental(Universidade Federal do Pará, 2015-08-28) ALMEIDA, Maria Rita Barbosa de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This dissertation analyzes the textual production (short story) of students in a class of 8th grade of elementary school, students from a public school in Altamira (Pará), as a starting point for building an educational proposal focused on the production of texts narrative base. The analysis is to understand the situation in which students are in relation to the construction of narratives, trying to identify what knowledge have on the narrative elements, as articulated mechanisms textualization as the verbal cohesion (primary temporality of the narrative) and nominal ( referencing of characters) and how articulate the interactive discourse with the narrative. Within this perspective, we discuss how narrative basic texts are organized (Cardoso, 2001; Koch, 2011, 2015); reflects on the teaching and learning of text production (Dolz, 2010; Antunes, 2009); on the contributions of Bronckart (1999), with its theoretical proposal to elucidate the text organization in its different dimensions. Also present reflections to the teacher about the importance of ownership of Linguistics of the contributions as support to develop their teaching practice, to consider what difficulties the student as a starting point for the promotion of pedagogical practices, to value the activities with genres, among others. The analytical work of the texts of the students, which lies within the qualitative research, presented as a result of difficulties in textual production of 8th graders, such as lack of organizing a narrative domain, difficulty in using the direct speech and little ability in the referral process of the characters. Noting the problems identified, it elaborated a didactic proposal for teachers in order to contribute to the development of skills to write well-formed texts as to their organization and language choices, considering the genre in which to configure, which is the main objective from work.Item Acesso aberto (Open Access) O professor como mediador no processo de produção escrita de alunos do 6º ano: estratégias para produção de textos(Universidade Federal do Pará, 2016-12-19) ALVES, Gleicy Garcia; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This is a work aimed at the teacher in his role of mediator of the process of writing and rewriting texts, with the aim of identifying, Through a research-participant, the teacher's mediation in the process of writing and rewriting texts. They are collaborators of the research; 17 students of a school of the municipal public network of the city of Breves that carried out in classroom an activity written under the discursive genre Literary Memories whose texts served the analysis, as well as the Portuguese Language teacher responsible for the class, who was requested to report on how the student conducts mediation with the student in the process of writing and rewriting. For the analysis of the corpus, thus constituted, we considered the three types of corrections pointed out by Serafini (SERAFINI, 2004 apud GASPAROTTO/ MENEGASSI, 2013) and a fourth added by Ruiz (1998); Besides them, are references of this work, among others, the studies of Antunes (2008), Bakhtin/Volochinov (2004), Lopes Rossi (2008), Gasparotto e Menegassi (2013), PCNs (1998). The analysis of the results reveals the need for the teacher to reflect on his intervention practice, under the perspective of dialogic mediation, in order to perceive the importance of his role as mediator in the teaching/learning process and the relevance of the rewriting for the development of textual-discursive competence. From these results, it is proposed a Teaching and Writing Project, under the bias of the interactionist perspective of language, directed to the teacher with the aim of contributing to its practice, highlighting mediation and rewriting in the textual production process.Item Acesso aberto (Open Access) Proposições sobre o uso e análise dos articuladores textuais/discursivos em textos narrativos e expositivo-argumentativos: uma contribuição para Ensino Fundamental II(Universidade Federal do Pará, 2021-07-05) SOUSA, Daniel Nicácio de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395In writing activities, one of Portuguese teacher’s concerns is the difficulty of students due to their incipient knowledge about linguistic resources whose function, within texts, is to signalize the diverse semantic relationship (logical-semantic and argumentative) instantiating between their segments, to promote a space-temporal organization in the textual linearity, as well as serving to introduce comments about the form or the mode of formulate utterances. About this issue, this dissertation shows as theme “The teaching of textual/discursive discourse markers to 8th grade elementary school students”. The general objective of this work is, from a diagnostic research, to develop a didactic material to contribute with the teaching-learning of textual/discursive articulators, either inside narrative base texts or expositive argumentative base texts. The research’s theoretical bases are guided in theorists like Ducrot (1977), Bronckart (2007), as well as and also with scholars who were engaged in debating phenomenons of textuality, like Koch (1995, 2009, 2011), Koch and Elias (2016), Val (1999), Antunes (2003). In methodological terms, supported in the considerations of Gil (2002) and Brandão (1999), is situated the following research, about their procedures, as a participated research, this is a quantitative qualitative approach, in terms of Ludke and André (2013) and Creswell (2010). The collected preliminary data for this research are derived of implemented workshops in the classroom, analyzed within the established understandings to this research. In relation to the didactic proposal, this was supported in the orientations from Dolz, Noverraz and Schneuwly (2004) and guided in the teaching project of Lopes-Rossi (2002), who puts in focus three language practices, reading, writing and disclosure. From the diagnostic research results, that pointed limitations in the usage of articulators by the students in their writing production, which showed frequent reiterations about one type of articulators of commonly usage within the linguistic practices (which compromise the text’s style) and few access to a variety of articulators who can be available in the language, it was produced an Activity Book using the didactic approach, entitled Learning more about the textual/discursive articulators in narrative and argumentative texts, whose finality is not only contribute to more knowledge related to these articulators usage by the students, but also to open a talking space with Portuguese teachers. About the discursive genre, it was opted by two types: the one with narrative base (story) and one with expositiveargumentative base (opinion article), whose open to more opportunity in the discourse markers approach, into this research’s object of study.Item Acesso aberto (Open Access) Uma proposta para abordagem da relação entre oralidade e escrita na Educação de Jovens e Adultos (EJA)(Universidade Federal do Pará, 2016-04-04) LOPES, Letícia Martins Feitosa; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This work falls in the area of languages and the literacy masters in arts of the Federal University of Pará and has been designed with the intention to contribute to the development of the communicative competence of students in formal writing, textualization without textualization spontaneous speech marks; as well as to assist the teaching practice with respect to this issue. Are students of a class of fourth cycle of adult and youth education in a public school in the city of Castanhal-PA. As regards the research preceding the preparation of the proposed teaching designed to this end, this study aimed to observe, register, analyse, classify and interpret the facts of language discussed in it. Was held, therefore, a qualitative approach of inductive analysis, taking as object of study texts produced by students. For the theoretical foundation of this work, on the approach of textualization strategies, sought, basement in Oliveira (2010), Koch & Elias (2010), Koch (2005), Bronckart (1999) and others. Thanks also to support studies of Castilho (2014), Neves (2011), Koch-Travaglia (2011), Brait (2010), Depends (2005.2008), Ilari-Giraldi (2006), Freire (2005), Dolz (2004) & Schneuwly, BortoniRicardo (2004), Bagno (2002, 2003, 2006.2009, 2011, 2013), Rojo (2000) and others, for text-related aspects approaches and text genres, didactic sequence, work with EJA, marks of orality on written and peculiarities of these modes of language. The theoretical approach was made with the purpose of being a source for access to Portuguese language teachers, students and teachers to work with the relative orality/writing in the classroom, to show them, initially, reflections on the importance of seeking subsidies in linguistic theories as permanent support of their teaching practices, helping to lead the speaker to the domain of language use. And, later, as the identification of the problem to be discussed in the survey, related to theory to practice, which, in addition to helping in the composition of this work and in the preparation of educational materials to address the needs of students, also became a possible model, that the teacher may have on so many other issues that are in the classroom. From the analysis as students unfamiliar with the peculiarities of each of the modes of language, because they employ the strategies in oral written improperly, sought to engineer a teaching material in the form of a notebook based on pedagogical procedure "teaching sequence" – Schneuwly studies & Dolz (2004) –, whose workouts were inspired, including, in the activity of "retextualization" according Marcuschi (2005). These are activities that are intended to help the student learn to consider the context in which is inserted to select the most appropriate textualization strategies, which includes, when formal writing would retextualize, the Elimination of conversational markers, the adequacy of introducing topical, textual appropriate referencing and proper use and variety of connectors – what was the main goal of this research.Item Acesso aberto (Open Access) As relações de causalidade com valor argumentativo: compreensão e proposta de ensino para alunos do fundamental(Universidade Federal do Pará, 2020-08-27) BEZERRA, Suelem Cristina Silva; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395This research, which deals with the theme “causal relations”, is developed based on a diagnostic test that sought to obtain answers to problems that arose in a specific context of the classroom. In view of the results, the problem was formalized, which deals with the linguistic-cognitive competence of 8th grade students when processing (in reading and writing) causal relations and about the competence to understand and instantiate (in written production) these relations that serve the argumentative orientation of the discourse. The general objective is to develop in the 8th grade students the ability to recognize and instantiate the causal relations in the semantic domain in which they are interpreted and in their argumentative value. The specific objectives are: (1) based on a diagnostic test, which consists of the knowledge of research students regarding the interpretation of causality and the production of discourse in which they make use of argumentative strategies constructed based on the causality relationship; (2) to lead students to understand, through a pedagogical proposal, how causality relations are interpreted in different semantic domains and how these relations have the potential to build argumentativeness in texts; (3) to stimulate the students' ability to, when developing the argumentative orientation in the production of their texts, establish causal relations appropriately. The contributions of Sweetser (1990), Neves (2000, 2001), Abdon (2004) are adopted as a theoretical basis, regarding the understanding of the phenomenon of causality from the functionalist point of view; and studies by Fiorin (2015) and Koch (2006), which allow mobilizing the argumentative aspect of the notion of causality. The grammatical perspective of the concept of cause is also presented, referring to Cunha & Cintra (2008). From a methodological point of view, participant research is developed, as the realization of this work allowed the direct involvement between the researcher and the studied subjects, as well as the option of a descriptive-qualitative approach of a diagnostic character, by which performs a work based on the observation, investigation and interpretation of a product that reflects the teaching practice itself. And adopting as procedures, among others, the construction of a pedagogical notebook with a teaching proposal aimed at the development of reading and writing skills.Item Acesso aberto (Open Access) Semiótica na sala de aula: uma proposta de trabalho com a leitura no Ensino fundamental(Universidade Federal do Pará, 2018-03-26) SILVA, Fernanda Valeska Mendes da; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395The discussion about the teaching of reading has, for some time, included the Brazilian educational scene. It is in this context that the emphasis of the debate on the complex task of training competent readers is emphasized, a fact evidenced by the low indexes obtained by the students in the evaluations that aim to gauge the degree of knowledge of the students. In this sense, we have proposed to investigate and act, in order to contribute to a better approach to the text, regarding the teaching of reading. In order to fulfill this purpose, we organized this qualitative study in two distinct stages: the diagnostic process, carried out with the purpose of investigating the level of reading of students from the 9th grade of elementary school, from a state public school in the city of Igarapé-Açu, Pará - Brazil - and an action research, in which we implemented an intervention proposal called" The Semiotics of the text as a theoretical methodological instrument for teaching reading", which is based on two references: 1) the conception, in the light Semiotic Theory of the Text of Algirdas Julien Greimas (French line), 2) the reading strategies proposed by Solé (1998). As a theoretical support, we support the work of Greimas (1975), Greimas & Courtés (2011), Fiorin (2003, 2015, 2016), Barros (2002, 2010), Solé ), Brito (2003, 2015), Orlandi (2000), among others. The intervention proposal was materialized in a pedagogical book with the objective of subsidizing the teaching work, regarding the approach of the text in the classes of Portuguese language, specifically, in reading teaching. Thus, we indicated ways, alternatives that led the teacher to combine theory with practice, so that they could contribute to develop and / or extend the students' reading competence, through reading activities that explored the fundamental, narrative and discursive levels of the generative path of meaning, in the construction of meanings. The choice of the poem genre was justified by the richness of meanings and by the need to encourage reading of literary texts in school. The results corroborate the hypothesis that, despite its complexity, the Semiotic Theory of the Text of A. J. Greimas becomes effective when directed to the processing of the senses in reading activities. In addition, it was confirmed that, even though it is not known as a theory intended for reading teaching - especially in basic education - semiotics injects into the school a different perspective from those used routinely by teachers in the classroom, becoming one more possibility , as a theoretical-methodological resource, for teaching reading in school contexts.