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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Agora exibindo 1 - 9 de 9

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Conotação e metáfora no ensino da escrita para alunos da Educação de Jovens e Adultos
(Universidade Federal do Pará, 2015-07-13) RIBEIRO, Jandiassy Nazaré Braz da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
Da tradição oral ao texto escrito: trabalho com a escrita em sala de aula
(Universidade Federal do Pará, 2023-09-28) GONÇALVES, Roseli Ferreira da Costa; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this study, we discuss an experience of writing appropriation in Portuguese Language classes by students from a 5th-grade class at Rotary Municipal School, located in the city of Belém, in the Condor neighborhood. The research was based on multiple writing and rewriting activities centered around the study of legends. Our overall objective was to describe the marks of an individual who engages with and works with language through the appropriation of “legends” via writing. To achieve this, we proposed the following specific objectives: a) establish a comprehensive diagnostic assessment of the students' writing skills at the initial stages; b) identify indicators that reveal the subject's effort to appropriate linguistic knowledge at different levels within school writing instruction activities; c) identify signs of "creative" appropriation of legends by students through their written productions; d) discuss the possibilities for developing a language education centered on the subject's engagement with and utilization of language within the context of current teaching and research practices. The theoretical framework was guided by authors adopting the interactionist perspective, including Volóchinov ([1979] 2018) and the Bakhtin Circle, Geraldi (2011, 2013, 2015, and 2019), Franchi (1995), Gancho (2006), and Possenti (2002 and 2009). Our research methodology involved Action Research, as presented in its fundamental principles by Thiollent and Colette (2014) - contract, participation, changes, discourse, and action. Our focus was on a descriptive-qualitative research with a diagnostic nature, in which we conducted observation, investigation, and reflection on the outcomes of our own teaching practice. In the classroom, we conducted multiple activities centered around the axes of writing and textual rewriting, following Geraldi's (2011) concept of writing as work. Through our experience, we demonstrated that the process of student text writing appropriation occurs through interaction, practice, and reflection. The subject's writing consists of voices that resonate in word choices, expressions, and ways of perceiving the world, revealing the establishment of writing processes that allow students to become authors.
Acesso aberto (Open Access)
A devolução da palavra ao aluno por meio de narrativas literárias
(Universidade Federal do Pará, 2016-01-16) GOMES, Patrícia Albuquerque de Campos; FAIRCHILD, Thomas Massao
This work it's a research made with students from the 6th grade in the primary school of a municipal school about the _devolution of the word_ to the students in the classroom. The research it's made from two steps: The first step was to diagnose the students performance in their reading and writing skills, and also to elaborate one intervention proposition. The second step goal it's to apply activities that could stimulate the production of literary narratives starting from the personal experience and/or familiar of the students. The diagnosis made in the first step showed that part of the students of the 6th grade from the primary school were not embedded in a certain kind of oral culture when they were little (such as telling stories); and consequently, the results showed that it manifests in the poor performance of the students with their writing and reading skills. The main goal of the research it's to give it back the words to the students through activities that will stimulate the experience and the contact with the literary text. Therefore, we shall discuss in this research, the value of the literary text in the classroom and, in theory, we will show some ideas from some authors that defends the presence of these texts in the school: ZILBERMAN (1988), LAJOLO (1988), BELINTANE (2013), among others, which will sustain that the presence of the literary text in the school it's crucial to the student formation and development of the writer/reader, besides preparing the student to read all types of social speeches. In this research, its approach, also, the interaction conception of the informed language in BAKHTIN/VOLOCHINOV (2014). Such as the methodology for the dada collection, we will apply four diagnostics activities. Thereafter, the analysis were made and we reach the conclusion that, to get in the students reality, it will be essencial that each student should bring a package of activities that could provide the opportunity of having a version of the devolution of the word written in Geraldi (2003), to work among the others literary texts.
Acesso aberto (Open Access)
A dinâmica discursiva no jornal escolar: a negociação de vozes em práticas de uso real da língua
(Universidade Federal do Pará, 2018-11-09) GOMES, Sacha Emmanuelle de Sousa; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research examined 11 journalistic texts written by students in the ninth grade of a State school after we noticed that the criticism that the students were against the school had no room in writing in class. As a way to meet these say no ears, we saw the need to investigate how students, to write for the school newspaper thought the school experiences and as incorporated the word of another, such as the respondents, in their texts. We in the following research question: how student to plan and organize the ideas, research and interviews, textual constructions that include your voice and the voice of the other in the text of the school paper? We had as general objective to create through a school newspaper space for the student to use the word in actual language use practices. We seek specific objectives: i) "Return the word" students as in the expression of Geraldi, for whom the text must be built based in a real script in which the reader of the text is not just the teacher, ii) Discuss how students construct views on the situations experienced in the school space and iii) teach voices management strategies based on the intention to be achieved , iv) analyze the linguistic mechanisms used for the introduction of the word on the other and negotiation of voices that have emerged from the teaching of management of voices present in the text by means of a motion for intervention. This is a research-action which comprises a social vision of the school and another that is the perspective of discursive language. For the construction of the first take as a basis the theorists Soares (2017), Geraldi (1993) and Apple (1995). For the second, we in theoretical us Pêcheux (2014), Maingueneau (2014) and Authier-Révuz (2004). The methodology of our intervention included the creation of a school newspaper called "Tipití", the introduction of writing texts for this newspaper, as reading and continuous rewriting, sometimes in voluntary character. In the classroom, we carry out activities aimed at teaching the ways for the inclusion of the other words in the speech left the reading of a text, giving an account of the actual interference arising from it. The results showed that the text written for the school newspaper sparked several controversies in the school and the understanding of the voice of the other in text teaching and learning has contributed to a more reflective writing with regard to the intention of the text written in elementary school.
Acesso aberto (Open Access)
Filigranas da memória: a construção de narrativas de histórias de vida na EJA
(Universidade Federal do Pará, 2018-02-23) MONTEIRO, Tânia Carla da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The present research was carried out in two classes of the EJA of a school of the state network located in the periphery of Belém and deals with the production of narratives of memories by the students. The theoretical approach is based on the bundling between memory and consciousness, according to the foundation provided by Bakhtin / Voloshinov (2014) and Ecléa Bosi (1994). In the work of Bakhtin / Voloshinov (2014), we seek the concepts of sign and consciousness, and Bosi's, the concept of memory. We try to show that these notions are articulated to the extent that, when the memory is rebuilt, we proceed to the construction of discourses that reflect and refract the reality of the society in which the subject is inserted. The guiding question is: How to teach writing through EJA student memories? The general objective is to contribute to the improvement of the writing of these students, in order to overcome the resistance to this type of text production, leading them to improve their skills in relation to the use of the Portuguese language. As specific objectives, we intend to: a) diagnose the difficulties in the production of texts; b) overcome the students' resistance to the narration of the facts of their life in the construction of their memories; c) develop rewriting skills to improve their texts regarding narrative structure and content, and d) discuss the paradoxical situation in which these students meet while being included and excluded in society. The adopted methodology consisted in the accomplishment of an action research applied in two moments. In the first, the pilot research, we work with: writing, individualized guidance, audio recording of memories and rewriting. The results of the pilot research served to perfect the final research. In the second, the final research, we work with: writing, study of the narrative structure, literary reading, audio recording, textual-interactive correction and rewriting. As a final result, we find that it is possible to teach writing through narratives of life stories, since, in narrating, while reconstituting the filigrees of his memory, the student improves his / her language skills and reflects upon himself and on the other, reviewing the ideologies that form their consciousness and their space in society.
Acesso aberto (Open Access)
Idas e vindas da escrita: construção coletiva de procedimentos de avaliação da produção textual para os anos finais do Ensino Fundamental
(Universidade Federal do Pará, 2020-06-18) CARDOSO, Natália Moraes; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this paper, we discuss an experience of teaching writing based on the collective organization of work by teachers in the Portuguese Language area at the Municipal School of Elementary Education Raimunda da Silva Barros, located on the outskirts of the city of Cametá, northeast of Pará. The research began with the evaluation and re (construction) of a writing project previously existing in the school, thought from the analysis of the results of the project and the texts produced by the students. We proposed, in the 2019 academic year, some changes and / or modifications to the project based on our general objective, which consisted of developing a proposal for teaching writing for the final years of elementary school that would allow the Portuguese language faculty of the institution to produce its own assessment of student performance, with a view to developing a training project for student readers and writers. To achieve this, we proposed the following specific objectives: a) to create spaces for collective work at school, involving the Portuguese language teaching staff of the final years of elementary school, by proposing a working group on writing; b) collectively evaluate the results of the project “The essay in exam” for the year 2018; c) make the Portuguese language school and classroom a space for daily exercise of writing by proposing and implementing a writing project collectively built by Portuguese language teachers; d) create forms of evaluation and monitoring of students' writing development that can be shared by the school, in order to favor the continuity of the work. The theoretical approach that helped us to think about these actions was based on two “fronts”. In the first, generally related to the area of education, we use the studies of Michael Apple (1989; 1995); Jorge Larrosa (2002) and Maurice Tardif and Claude Lessard, (2005), who discuss the relationship between teaching practices and the knowledge that sustain teaching work. In the second, in terms of language, we have the contributions of Mikhail Bakhtin and Valentín Volochinov (1997), Eglê Franchi (1986), Lucy Mccormick Calkins (1989), Magda Soares (1992), Cláudia Riolfi et al. (2008), Sírio Possenti (2009), and, especially, with the works of João Wanderley Geraldi (1984; 1997; 2015), which offered us the opportunity to think about teaching and learning Portuguese in an interactionist perspective, considering school practices themselves as a social space for exchanges, resistances and transformations. The methodology of our work consisted of a critical action research, in the terms of Ghedin and Franco (2008), whose nature is composed of a descriptive-qualitative research of diagnostic character, through which we carry out a work of observation, investigation and reflection of the product of our own teaching practice. In the classroom, we carry out various activities based on the three pillars of mother tongue teaching which, according to Geraldi (1984), are: reading, textual production and linguistic analysis. In general, these activities aimed to lead students to produce narrative-descriptive and expository-argumentative texts. The results point in two directions: the first refers to the possibility of implementing spaces for discussion in the school in which the collectivization of work points out ways to solve problems faced in the classroom. With regard to students, we have shown with our experience on the classroom floor that it is possible in mother tongue classes to provide the construction of writing processes that allow students to establish themselves as authors.
Acesso aberto (Open Access)
Produção de textos autorais: uma experiência com alunos do 9º ano
(Universidade Federal do Pará, 2020-09-10) RIBEIRO, Suzianne Carvalho Oliveira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research discusses the practice of producing texts under the perspective of authorship, in a class of 9th grade of elementary school in a public school in the state school system, located in Vigia / PA. This research context was chosen because our classroom experience has shown some difficulty for these students in developing texts with authorial characteristics. Therefore, the main objective is to contribute to the development of students' authorship in the production of written texts. The theoretical approach is based mainly on: Bakhtin / Volochinov (2014) with the interactionist conception of language, Geraldi (2012 [1984]), Britto (1999), Koch and Elias (2015) and Pécora (1999) with approaches about writing at school; Foucault (2000) with reflections on authorship in the broadest scope, Possenti (1995, 2002) and Riolfi and Magalhães (2008) with discussions related to authorship issues in school texts. The adopted methodology consisted of carrying out an action research applied in two moments. The first consisted of performing the diagnostic activity to collect the first research data, in which problems were found regarding the production of authorial texts. The second moment was the elaboration and realization of the pedagogical proposal, in which we worked with activities of: reading, writing, linguistic analysis, revision and rewriting. The final results show an evolution in the students' writing regarding the aspects worked in our classes, related to authorship. So that these data reveal a greater bet on the writing work developed in the classroom, through which the students demonstrated a maturation of the discursive practice in the elaboration of their textual productions.
Acesso aberto (Open Access)
A revalorização da palavra nas aulas de língua portuguesa: uma proposta de ação perante a violência escolar
(Universidade Federal do Pará, 2015-07-13) OLIVEIRA, Silvana Bandeira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research emerged from the decision to make language a tool to mediate situations through acts of violence lived in a real context of public school, which belongs to the municipality of Belém/PA. So, we create opportunities to treat issues that value students’ knowledge and, on the other hand, weakened strategies in their relationship within school environment. In this way, we taught classes in four different classes of 6th grade during the school year of 2014. Initially, we started working with narratives and parodies about the carnival theme in order to identify difficulties on students’ work, and use strategies that promote the emergence of subjective positions in their speeches. Following, we developed activities about polls related to the students’ knowledge to get information about their world to promote other educational activities. Then we work with cartoons within a topic that explored the school environment, as well as the students’ subjective production in parodies. Subsequently, we work the production of descriptive texts that explored popular games of their neighborhood, including, those most appreciated by students outside the school. These proposals encouraged the creation of spaces in which students produced speeches sometimes more subjective, based on the cooperation of their own knowledge, taking therefore the word and responsability for that during Portuguese classes. The research found the contributions of Soares (1995 ), Rodari (1982), Geraldi (1996, 1997, 1999), Antunes (2003), Riolfi (2008a,b) and Riolfi and Magalhães (2008) support for construction of this teaching project. Studies are directed to make the teaching a support to the teaching-learning process in Portuguese through a revalorization of student’s speech in the classroom. During the action plan the teacher registered and took notes about what happened in classroom in order to reflect on it. In addition, the teacher collected and wrote on the computer the tasks the students involved. To further discussion, four sets of activities were picked out to be analyzed and some considerations were listed. Besides, we created four categories of assessment, namely:1)look for a listening, 2) “ethics” of writing, 3) creation of “ aesthetic effects” with the language, and 4) rewriting incidence. The first two criteria indicated greater interaction between the teacher and the students, and students productions with signs of a search of creativity and singularity of their speeches, through writings that point out an attempt to build their own text. We also identified the difficulty of the students in the last two criteria of assessment, since many students failed to develop the aesthetic language form and exercise the rewriting process of these activities. We also point the existence of some difficulties in the teaching-learning process of Portuguese Language, such as the lack of attendance at the performance the tasks asked and the existence of oscillation on the results of the tasks of the same student. We believe this research allowed us to have a more concrete view of the results achieved by students in the teaching-learning process in the Portuguese Language within the context lived in the environment school in 2014.
Acesso aberto (Open Access)
Vidas em movimento: desenvolvendo a escrita narrativa no Ensino Fundamental II
(Universidade Federal do Pará, 2016-12-16) BARROS, Gizely Amaral da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This study presents an intervention proposal carried out with elementary students from a public school in a small village in the county of Igarapé-Açu, Pará, Brazil. This work aims at enlarging students experience with both writing and reading activities through literary texts. This research has as its theoretical background the socio-interactionist conception (BAKHTIN; VOLOCHINOV, 2004). The theoretical framework guiding this study was built from the reading of scholars such as Kleiman (1998) and Kato (1999); the reading strategies concepts underlying this research are those suggested by Girotto and Souza (2011), which are taught considering literary text as starting point, and the reading strategies highlighted by Menegassi (2005). This research also focuses on studies in the textual production process and studies with literary texts in mother tongue classes, among the scholars related to this subject are Koch and Elias (2015), Sercundes (1997), Geraldi (2012, 2013), Megassi (2010), Perrone-Moises (2006), Lajoto (2010), Zilberman (2008), Britto (2013) and Belintane (2013). On the first part of this study, a writing activity production and a questioner were handed in with the intention of collecting economic and socio cultural information from the group engaged in this investigation. It was observed that, in general, all the students were familiar with narrative texts. However, two noted points seen here were the lack of two important strategies, crucial to a closure of a textual writing production: review and rewriting. On the second part of this study, the intervention-activities were applied, giving to much attention to reading and writing. As a result, it was noted that the majority of students was able to perform a narrative writing – although subtly in some cases – and they were also able to produce really good texts with noted literary content.

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