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 - 10 de 10

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A formação de leitores da EJA por meio da leitura de fábulas e cordéis, em sala de aula
(Universidade Federal do Pará, 2020-02-14) PINHEIRO, Nazaré do Socorro Ferreira; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This Master's thesis is entitled "The formation of readers in EJA: literary education through reading fables and cordel in the classroom" presents a proposal for pedagogical intervention in literature teaching to a group of 3rd Stage of Youth and Adult Education (EJA, in Portuguese). The school is located in Barcarena town, in the Brazilian state of Pará, belonging to Belém’s Metropolitan Mesoregion. This work results from the realization, upon starting the PROFLETRAS master’s degree course, of the almost annulment of literary reading in Portuguese language classes. This thesis is based on a discussion about the importance of literary reading as a humanizing activity and an experience of reading fables and cordel in the classroom, using the basic sequence developed by Rildo Cosson (2016), structured in: motivation, introduction, reading, and interpretation. The corpus used was the Fables “The cicada and the ants”, “The lion and the grateful rat”, both written by Aesop, and the rereading of the fables “The Cicada and the Ant” and “The Lion and the Mouse”, by Jean de La Fontaine; the cordel literature used were “Afro-Brazil in cordel”, by Nezile Alencar, and “The horse’s discovery”, by Severino José. This research seeks to promote literature teaching, educate readers in literary reading proficiency, and provide meaningful learning in the lives of students who have already exceeded the age of regular schooling. This work is based on the presupposed theories about the literary reading’s teaching centered on Brazilian scholars such as Antonio Candido (1995), Marisa Lajolo (2001, 2010), Regina Zilberman (1991), Rildo Cosson (2014, 2016), Neide Luzia Rezende (2013), as well as the theorists Tzvetan Todorov (2009), Michèle Petit (2013), and Miguel Arroyo (2017). The intervention proposal is based on Michel Thiollet's (2001) action research theory. Still on the methodology used, an initial questionnaire was applied in order to establish a diagnosis about the literary reading of Basic Education’s students so to elaborate the proposal. Subsequently, the basic sequences were applied aiming at student interaction, the appreciation of orality in the classroom, and the experience of literary communication, based on the teacher's mediation. The results observed were considered satisfactory since this methodology presented countless possibilities for meaningful work with the literary text in the Elementary school’s classroom.
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Leitura de contos das obras “Literatura em minha casa”: uma proposta para o 9º ano do ensino fundamental
(Universidade Federal do Pará, 2016-12-12) LEAL, Flávio Jorge de Sousa; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's Thesis titled "Reading of story tales from the works" Literature in my house ": a proposal for the 9th grade of Elementary School aims to be a proposal of pedagogical intervention in the teaching of Literature for a class in the 9th grade in a municipal school of Elementary Education located in Santa Luzia of Pará Town, northeast region in Pará. It is a discussion about the importance of reading with Literature in the classroom as a humanizing experience, which should be developed in the school, especially in the first grades of students’ education, and an experience of reading story tales from the methodology titled basic sequence developed by Rildo Cosson (2013), which is composed of the following phases: motivation, introduction, reading and comprehension, it has as corpus four story tales from the "Literature Collection in My House", as known: Boy’s business with girl (2001) by Ivan Ângelo, Biruta (2001) by Lygia Fagundes Telles, The Man from the cardboard head (2003), by João de Rio, and The Fortune Teller (2003) by Machado de Assis, available in the school library. This work seeks to promote the reading of story tales in the classroom in an attempt to make literary literacy possible, as well as to bring the students closer to the mentioned collection and thus to form readers, since it is less known and read, as a reading option in the library. This research is in the author mentioned above and in others such as Alfredo Bosi (1974), Antonio Candido (1995), Ezequiel Theodoro da Silva (1999), Fabio Lucas (1983), Maria Amélia Dalvi (2013), Marisa Lajolo(2001), Regina Zilberman (1991), and Walnice Nogueira Galvão (1983), in order to construct a necessary theoretical framework as a basis for this research. still according to the methodology, an initial questionnaire was applied with the intention to establish a diagnosis about the students’ literary reading in the classroom so that it was possible to elaborate the proposal; after that it was made the application and analysis of an activity about story tales, present in the Portuguese Language textbook in the 9th grade, adopted by the school. After the basic sequences were applied and, finally, the application and analysis of a final questionnaire in order to evaluate the results. In this way, it is characterized as a field research and, more specifically, based on Naiditchf (2010), as an action-research. Even if, due to an incompatibility between the time required for the application of the four story tales proposal and the school activities calendar, only the two sequences of the first two stories were applied, satisfactory results were considered, so that this methodology proved to be a possible and successful way to work with the literary text in the Elementary School classroom.
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Leitura de contos mediada pelo professor, em sala de aula, nos finais do Ensino Fundamental
(Universidade Federal do Pará, 2019-04-22) SILVA, Leliane de Cássia Gonçalves; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The master's dissertation Reading of short story mediated by teacher in the classroom in the final years of Elementary School consists of a proposal for pedagogical intervention, in which an experience of reading formation is presented through the reading and discussion of literary works with students of a public school in Cametá, municipality of the State of Pará. It is assumed that with this implementation it would be possible to make them proficient citizens in literary reading, that is, readers capable of constructing experiences, knowledge, connections from the literature and its inherent process of humanization, which corresponds to the recognition of the condition of being human, thus enabling its literary education. This work results from the recognition, after the entry in the PROFLETRAS Masters, of the almost disappearance of reading literary works in the classroom, especially in the last four years of Elementary School (6th to 9th year), although theoretical reflections point to their significant contributions to our process of humanization and critical view of the world. In order to scientifically verify this empirical reality and the structural aspects that lead us to situate the reading, understanding and interpretation of students participating in this project as a concern to be explored, we used a questionnaire in a 9th grade class with objective and subjective questions related to their personal data, the formation and profession of their parents and their literary reading practices, to, from this sampling, to know who this audience is, what kind of contact they would already have with literature and at the end of this action, the results of this teaching would be positive for proficiency in literary reading. The theoretical assumptions about the teaching of reading literature are concentrated in Brazilian scholars as Antonio Candido (1995), Ezequiel Theodoro (2008), Regina Zilberman (1991), Marisa Lajolo (2000), Rildo Cosson (2014, 2016) and Luzia de Maria (2016),beyond the foreign theorist Tzvetan Todorov (2009).We also choose a proposal of intervention based on the theory of action research of Michel Thiollent (1986) and the attempt to subsidize the experience with the literary reading in this empirical reality was from the basic sequence proposed by Rildo Cosson (2016), consisting of four stages: motivation, introduction, reading and interpretation, with some changes, as well as reading work developed by Luzia de Maria (2016): for this we had as corpus the tales “Restos do carnaval” e “Uma história de tanto amor”, of the writer Clarisse Lispector; and tales “Zeus ou A menina e os óculos”, “Era uma vez” e “Velas. Por quem?”, of the paraense writer Maria Lúcia Medeiros. Living in a society that increasingly demands the understanding of the written word, the classes were designed in such a way that our student of the Basic Education, mediated by the teacher, before, during and after the reading of the literary works had its place of speech preserved, not only listen them - in silence -, but also interacting and experiencing the literary communication for a literacy for citizenship.
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Leitura de contos: uma experiência literária no ensino fundamental
(Universidade Federal do Pará, 2016-12-12) SANTOS, Nilson Fernandes dos; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
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Leitura de poemas em sala de aula: uma proposta para a educação literária do 9º ano do Ensino Fundamental
(Universidade Federal do Pará, 2020-08-13) NASCIMENTO, Paulo Sérgio Maia do; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Professional Master's degree dissertation, entitled: Reading of poems in the classroom: a proposal for literary education in the 9th Grade of Elementary School, aims to promote literary reading in a 9th grade class in a public school in the municipal elementary school system, located on BR 316, in the municipality of Ananindeua in the state of Pará, Brazil. Based on the perceptions of the difficulties that students have in understanding and interpreting poems, we sought to implement activities in order to, if not solve, alleviate this reading problem of texts of the poem genre. With this, we intend to improve the reading competence of students and provide them with literary education that is increasingly losing its place in the pedagogical practices in elementary school in Portuguese classes. This work started with a class from the eighth grade of the morning shift and continued, practically with the same students, into the ninth grade in the afternoon shift. Regarding the methodology, we followed, in an adapted way, the strategies of Cosson (2014, 2018) with its basic sequence to develop the pedagogical activities: motivation, introduction, reading and interpretation. We also rely on the theories of Thiollent (2011) to guide research-action in terms of quantitative and qualitative aspects. To give support to our ideas about teaching literature reading, we sought the knowledge of the following writers: Petit (2009), Lajolo (2002), Zilberman (1991), Zilberman and Silva (2008) and Todorov (2009); in addition to theorists on reading poetry in the school space, such as Aristotle (2008), Candido (1996, 2000, 2006), Gebara (2002), Pinheiro (2018), Pilati (2018), Sorrenti (2013).and We selected the following poets for the implementation of the activities with their respective chosen poems. From the literature of the national canon, the corpus: Mario Quintana, “The adolescent” and “The note”, Manuel Bandeira, “Poem taken from a newspaper news” and “I am leaving for Pasárgada”; Cecilia Meireles, “Either this or that” and “Woman in the Mirror”. And from the Pará canon: Bruno de Menezes, “Poetry IV” and “Beat”; Max Martins, “Ver-o-Peso” and “The House”; Olga Savary, “Narcissus” and “Life: Duel of contrasts).
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Leitura do conto na escola: uma proposta metodológica para o oitavo ano do ensino fundamental
(Universidade Federal do Pará, 2016-04-04) COIMBRA, Jorge Fernando do Nascimento; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's dissertation The reading of the literary text: teacher and student on stage aims to promote the reading of literary texts through the basic sequence of literacy consists of motivation, introduction, reading and interpretation whose teaching unit will be the narrative text (tale) of Brazilian authors. The activities will be developed in classes 8th grade level in a school institution of the municipal Maracanã PA-city network The research was conducted within the action research perspective of interpretative character and interventional empirical base (THIOLLENT, 1996) whose relationship between researcher and researched give up the realization of the research environment, aimed at solving a problem cooperatively. Interest in the research object took from consultation to textbooks, informal conversations with the Portuguese language teachers and access to class daily. The works of (COSSON, 2006, 2010), (CEIA, 2002), (COLOMER, 2007) served as theoretical framework. It's common these days to see the Portuguese language classes of elementary school the effective work with the literary text. Literature, gradually loses ground in the school context by the lack of contact very early the student with the literary. The teacher as facilitator of reading, and the student as someone who seeks to reading sense based on their world of knowledge over the guidance of teachers, negotiate the meaning of the text. This dialogic relationship permeated by the text put before him teacher and student and their cultural realities as text direction of trading instrument, with the teacher as supervisor of this relationship. Literature is a source of knowledge because it can contemplate several historic times, several matters that, in many situations, does not keep link with what is society today. It is the knowledge placed in a special way in order to be placed what to say.
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Leitura do texto literário brasileiro da Amazônia paraense
(Universidade Federal do Pará, 2015-08-18) SANTOS, Denise Guiomar Franco Leal dos; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This Master's dissertation "Reading the Brazilian literary text of Pará Amazon" is made up of activities of reading, understanding and interpretation of poems and tales of Para writers of the nineteenth and twentieth centuries, aimed at students of the third stage of primary education the Youth Education and Adults (EJA), in order to reduce reading difficulties presented by the class and allow the discussion of universal issues of literature. The preparation of reading activities was based on theoretical literature, like Antonio Candido, Carlos Ceia, Wolfgang Iser, Regina Zilberman, Ezequiel Theodoro da Silva and Rildo Cosson, as well as reflections on writing and speaking skills based on theoretical Claudemir Belintane and Claudia Riolfi. In the description of reading activities proposed in this Dissertation present the poems and selected short stories and their authors; the reading activities of selected texts; the account of the procedure performed by reading each text; and also present my reading of poems and short stories selected for this dissertation.
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Leituras de poemas: uma proposta para o Ensino Fundamental
(Universidade Federal do Pará, 2015-08-18) PIMENTEL, Edinaldo da Mota; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This present work, titled Poems Reading: A proposal to elementary school, is a result of the reflections about the teaching of Literary reading in the school environment and it has as finality the production and the development of reading activities as well as the analysis of results in these activities in the classroom. The works developed with poems by authors from twentieth century, consecrated or not by canon, intended to 7th grade students of the Elementary School Mario Barbosa, which is located in the suburb of Belém city, Pará, and search, among other issues, to awaken the students’ interest in the literary reading, making the reading fulfills its work in the life of these students, bringing them to the discovery other ways to understand the world through poem genre. To reach these goals we consider necessary to raise some discussions about: the relevance of the literary reading for the human development, the way that this reading has been developed in the classroom and the work with the poem as well. These discussions were fundamental to create pedagogical activities in which we choose to use, with some adaptions, the methodological strategy created by Cosson (2012), formed by motivational phases of introduction, reading and interpretation. The results developed by these activities in two classes of the 7th grade of elementary school Mario Barbosa were astonishing for an instructor accustomed with reproduction of activities in didactic books and they made explicit the importance of rediscovery the literature not only in the student’s lives but also in the teacher’s.
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A literatura na sala de aula: leitura do romance As aventuras de Ngunga, de Pepetela, para 8º ano do Ensino Fundamental
(Universidade Federal do Pará, 2018-03-26) LISBOA, Maria Dilma de Carvalho; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The dissertation of Professional Masters entitled Literature in the classroom As aventuras de Ngunga, by Pepetela, for 8th year of elementary school, it´s configured in a proposal intervention of the literary text teaching reading to 8th year of elementary school, in a municipal school in the county of Ananindeua-Pará. In this dissertation, we aim to investigate the obstacles that make impossible for the literary text to become a mediator object of knowledge in the school. Wich strategies may be most effective for more productive and meaningful reading at school. We also aim to verify how the reading approaches presented in the textbook Teláris Project: Portuguese, 8th grade, used by students investigated may interfere in your reading comprehension, we also propose a dialogue with the Angolan literature by means of the reading of the romance As aventuras de Ngunga, of the Pepetela, For the theoretical basis of this study, we use as references: Rita Chaves (1984), Maria Aparecida Santilli (1985), Manuel Ferreira (1987), Regina Zilberman (1991), Marisa Lajolo (1993), Lajolo and Zilberman (1996), Ezequiel Theodoro da Silva (1996), Nilma Lino Gomes, (1999), Roberto Acízelo de Sousa (1999), Iris Amâncio (2008), Roger Chartier (2009), Carlos Augusto Melo (2009), Antoine Compagnon (2010), Maria Amélia Dalvi et al (2013), Miguel Arroyo (2013) and Rildo Cosson (2014). As a methodological strategy, we used the data from the Basic Education Development Index (Ideb) of the researched school which demonstrated the students' low student performance. Then we propose to the students the accomplishment of a reading activity, constant in Teláris Project: Portuguese, 8th grade this activity consists of a questionnaire on the fragments of the romance As aventuras de Ngunga, of the Pepetela, The result of this analysis served to demonstrate that the reading of the romance, presented in the textbook referred, does not promote the literary learning of the class. Next, we present a proposal for the full reading of the romance As aventuras de Ngunga, after this reading, we carried out an evaluation of the reading comprehension of the students, demonstrated through an oral activity. In the six sections in which this dissertation was divided, we deal with the factors that contributed to the construction of the literature teaching model that has predominated in the Brazilian school. We discuss conceptions of reading and how these conceptions intertwine with the teaching of literary reading, we reflect on how literary reading can be an effective instrument for law enforcement10.639/2003. We also present a discussion about the construction of teacher identity in the historical context of Brazilian education, on the importance of literary reading as an object of human formation, analysis of the textbook, Teláris: Portuguese, 8th grade, and, finally, we present the intervention project.
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Zeus ou a menina e os óculos, de Maria Lúcia Medeiros: contribuições para o letramento literário no Ensino Fundamental
(Universidade Federal do Pará, 2020-04-29) SILVA, Adenilza Nunes Soares da; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This work has as theme: “Zeus ou a menina e os óculos, of Maria Lúcia Medeiros: contributions to Literary Literacy in junior high school”. The work´s aim is to develop literatures Reading in the school environment. There are results of analysis with reflections about literary reading teaching. These analysis was proposal through classroom activities to students in the 7st grade of junior high school of Externato Santo Antônio Maria Zaccaria School in the São Miguel do Guamá city, state of Pará. For this purpose, the short stories book “Zeus ou a menina e os óculos” was chosen by means of methodology elaborated four modules (motivation, introduction, reading and interpretation). This methodology be based on the work of Cosson (2009), it was possible ensured the active participation of students in discussions related readings of four short stories of the chosen work. During the mediation process in classroom, we obtained as results: oral comments and written productions made by the students who identified themselves with narrated content therefore they reach interpretation. The theoretical discourses linked this proposal PROFLETRAS involve the formation Literary Literacy and literary reading of teacher and student. This formation will serve as reflections about teaching practice. Therefore, the argument presents AZEVEDO (1986), ZILBERMAN (1991), LAJOLO (1996), CANDIDO (2011) and COSSON (2014) studies, among other. This studies contribute to activities with literary texts reading that assist the teacher in training of readers.

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