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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Navegando Programa de Pós-Graduação em Letras - PROFLETRAS/ILC por Orientadores "OHUSCHI, Márcia Cristina Greco"
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Item Acesso aberto (Open Access) A Compreensão leitora de alunos do 8º ano a partir de um projeto de leitura com o gênero discursivo notícia(Universidade Federal do Pará, 2018-03-29) SILVA, Angélita dos Santos Conceição; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174The present study consists of a theoretical and practical investigation on the reading proficiency of 8th grade students at elementary school, starting from a work that deals with the news discursive genre. The research hypothesis is that, if students take part in a pedagogical reading project, based on the methodological guidelines by Lopes-Rossi (2008), which provides them the reading of concrete statements as regards the news genre, they are able to develop some skills, increasing their level of reading proficiency. In these terms, the general objective of this investigation is to reflect on the reading comprehension levels of 8th grade students throughout the reading project aforementioned, which focuses on the news discursive genre. Thus, the specific objectives are: a) to observe which text processing strategies these 8th grade students can comprehend while reading news genre texts; b) to verify if students understand the implicit knowledge in the text; c) to observe if, starting from linguistic-enunciative marks, students can construct meanings as regards the text. In the light of Applied Linguistics, this research, associated to the Project of Research Practices of Language and Teacher Training, at the Federal University of Pará (UFPA), Campus of Castanhal, is correlated to the dialogical conception of language, relying on Bakhtin Circle theorists and researchers who follow such field of study. It is characterized as an action-research, qualitative-interpretative, of ethnographic and applied nature, carried out at a public state school, in Belém, Pará, Brazil. As a means of answering the question of how the work with the news genre, developed within a pedagogical intervention based on the methodology of projects proposed by Lopes-Rossi (2008), can contribute to the development of the reading competence of these 8th grade elementary students, we first performed a class’ diagnosis, implementing a reading activity with concrete statements of the news discursive genre, so as to verify the students’ reading comprehension level. Then, based on the diagnosis made, we elaborated a proposal of pedagogical intervention with the aforementioned gender and implemented it in a group of 8th grade elementary students. Thereafter, we selected the written responses of ten participants, as a representative sample of the answers given to ten questions – in order to qualitatively analyze their reading comprehension level. The results showed that, after the intervention, the students were able to understand essential text processing strategies for comprehending the statements. Therefore, they reflected on the textual component, identified the explicit information, inferred the implicit ones, rebuilt their processes and produced meanings to the utterance, presenting abilities that are characteristic of the levels of literal and inferential comprehension. Besides that, they noticed the meaning effect produced by choosing and using of a particular linguistic-enunciative mark, inferring the discursive intentionality of the enunciator. Overall, most students expanded their reading, in order to reach the meaning of the text, producing personal answers, denoting interpretative comprehension skills. We conclude that the implementation of the Reading Pedagogical Project with the News Discursive Genre contributed to the development of the reading competence of 8th grade students, increasing their level of reading proficiency.Item Acesso aberto (Open Access) A consciência socioideológica e a produção valorada do discurso : uma proposta pedagógica para o 9º ano com o gênero discursivo carta aberta(Universidade Federal do Pará, 2021-06-28) SANTOS, Iris Letiere da Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174The research consists in the elaboration of a Pedagogical Project of Reading and Writing with the open letter discursive genre, aimed at 9th grade students, for the development of socio-ideological awareness and the valuational production of the discourse. In the light of Applied Linguistics and linked to the Research Project The teaching of the Portuguese Language through the sociological and evaluative concept of the language, from Federal University of Pará (UFPA), campus of Castanhal, the investigation is based on the dialogical conception of tongue and language, using its sociological and evaluative approach, and in Interactionism, theoretical bases sustained in the studies of the Bakhtin Circle (VOLÓCHINOV, 2017 [1929]; BAKHTIN, 2011 [1979], among others. In seeking to answer how it is possible to systematize activities that contribute to the student's evidence of socio-ideological awareness and valued valuational discourse production in his textual productions of the open letter discursive genre, the investigation raises the hypothesis that the Reading and Writing Project, elaborated from the sociological and evaluative approach of language, helps 9th grade students to show, in the textual production of the open letter discourse genre, social and ideological aspects, and to present marks of evaluative speech. The research is characterized as qualitative-interpretative, of a propositional character and applied nature, and its general objective is to propose a Pedagogical Project for Reading and Writing for the 9th grade, with the discourse genre open letter, in order to contribute to the constitution socio-ideological awareness and the valuational production of students' discourse. As specific objectives, it is proposed: a) to understand how the social and ideological aspects can be contemplated within the Reading and Writing Project; b) verify how the valuation issue needs to be addressed in the Reading and Writing Project, in order to contribute to the textual production of the open letter, with the goal of persuading the interlocutor and achieving the discursive purpose of the open letter. In order to seek to answer the question of this research, a diagnostic activity was carried out with the discursive genre open letter to verify the students' knowledge about the genre, and, mainly, if there were signs of socio-ideological awareness and valuational discourse production in their productions. The diagnostic analysis showed some signs of axiological positioning in writing, little knowledge of students about the genre and problems related to the articulation of the text and the formal language in its written modality. In view of these results, using the methodology of Lopes-Rossi (2008) as a reference, a Reading and Writing Project was proposed with the open letter discursive genre, aimed at the 9th grade, with the objective of contributing to the constitution of socio-ideological awareness and valuational production of students' discourse. Therefore, reading activities were developed aimed at reflecting on the social, historical and ideological relations of the text production context explored in the project, as well as questions about thematic content, understanding and interpretation, style and compositional construction. The projetct generated an educational product, in e-book format, to be made available on the educapes.capes.gov.br platform, as support material for Portuguese Language teachers.Item Acesso aberto (Open Access) O desenvolvimento do conhecimento leitor de alunos do 8º ano: um trabalho com textos de memórias literárias contadas por contadores antigos de Castanhal(Universidade Federal do Pará, 2019-02-28) SILVA, Idaléia Cruz; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174This thesis focuses on a study upon reading proficiency development of Grade 8 students based on literary memories. The research involves qualitative-interpretive, experimental research and applied methods. Likewise, it is on the basis of Bakhtin Circle as well as other scholars who have epistemologically taken the same strand. Concerning to reading practice, it followed the approaches by Britto (2012) and Menegassi (2010; 1995). It is noteworthy that this study was accomplished in partnership with the research project Dialogism on Linguistic Practices from Discursive Genres Approach (UFPA- Castanhal). The research starts from the hypothesis that the implementation of a work with reading activities and under a dialogic bias makes it possible for elementary students to develop their own reading skills. In terms of overall objective, this work mostly pursued to scrutinize the possibilities and consequences of working with literary memory genre regarding Grade 8 students reading proficiency. It comprises the following specific objectives: a) implement an experimental proposal with texts of literary memories, containing stories of the people from Castanhal; b) to verify whether the activities with texts of literary memories told by former residents of Castanhal were effective or not from an analysis of students’s school performance. In order to explore such hypothesis and reach the aforementioned objectives, it was conducted a diagnostic reading in the classroom with the chosen discursive genre aiming to cover students’s comprehension. The diagnosis displayed a higher number of correct answers in the decoding and literal levels, reasonable problems in the inferential level, and a more significant difficulty in the interpretative one. In accordance with the results taken from it, it was proposed an educational intervention, which contains four workshops about this genre and based upon Lopes-Rossi (2008) methodology. Afterward the step in the classroom, it was selected 12 attendees written responses as sampling for the qualitative analysis. Findings provided insights that most of students were able to understand question statements, to find explicit and implicit information in the texts as well as to make inferences, mastering literal and inferential levels of comprehension. Additionally, they also combined the discussed issue with their own background knowledge to produce personal answers, what highlighted their interpretative proficiency. From this progress, students successfully made value judgement on their own, and built up meanings about the approached text. Results underlined that with the implementation of this Educational Reading Project through literary memory genre it was possible to enhance Grade 8 students’s proficiency.Item Acesso aberto (Open Access) Leitura e responsividade ao desvendar as entrelinhas do texto: uma proposta de trabalho com o gênero fábula na escola(Universidade Federal do Pará, 2016-12-13) SOUSA, Nelcilene Oliveira de; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174This dissertation, attached to the Project of Research Practices of language and teacher training (UFPA-Castanhal), starts from the hypothesis that, if the students get theoretical-methodological basis regarding the work with the discursive genres, taking them as the axis of progression and of curricular articulation in the learning of the Portuguese Language, can carry out a significant work, based on productive pedagogical proposals, aimed at the formation of critical readers. In this way, the research has as its theme and criticism reading , from the work with the genre fable, in a class of the 9th year of elementary education. The general objective of the work is to reflect on the student's responsiveness in reading teaching and learning in order to train critical readers. As specific objectives, we propose to: a) investigate the efficacy of reading activity, suggested in the intervention proposal, focused on the localization and understanding of discursive inferences; b) identify and describe the levels of responsiveness of the students in reading during the written activity. In the light of Applied Linguistics, the research is based on the socio-historical perspective of language, based on the theoretical presuppositions of the Circle of Bakhtin and researchers who follow this aspect, also using contributions from Psicolinguistics, in what concerns the work with the reading. Regarding responsiveness, we are based on the categories of Bakhtin (2003), the studies of Menegassi (2008) and the research of Ohuschi (2003). The research is an action research, qualitative-interpretive, ethnographic and applied nature, in which we elaborate a proposal of pedagogical intervention that we developed in a class of 9th grade and, within the scope of the classes, we collected the activities of Reading, answered in writing by students, to check the level of student responsiveness. Thus, with the intention of encouraging students to act in a meaningful way in the construction of knowledge, among the possibilities of working with the discursive genres, we chose the methodological proposal of Lopes-Rossi (2008. As a result of the students' performance, we can point out that most of them show a critical and participatory reading in understanding the textual and discursive implicitness of the text / statement, since most of the students' responses react to active responsive attitudes. From the reactions of the students in answering the questions, we identified that all the students presented active expansive responsiveness of explanation. Besides this responsiveness presented by all, we can highlight the active expansive responsiveness of: comment and exemplification, criticism, opinion, suggestion, injunction, rhetoric, comparison. The results also showed active responsiveness without explanatory and exemplary expansion, at levels of agreement and disregard, silent responsiveness at the levels of understanding and doubt. Regarding the efficacy of the proposed questions of the reading activity, we can emphasize that the questions that were elaborated with the support of the contextualization of the discursive function of the gender and references to social problems stimulated a more expressive number of responsiveness of the students than those who did not resources.Item Acesso aberto (Open Access) Leitura no ensino fundamental: a compreensão responsiva discente a partir do gênero charge(Universidade Federal do Pará, 2016-12-12) BARRETO, Missilene Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174This work is part of a “Language practices and teaching training project” (UFPA - Castanhal) and presents a qualitative, interpretative and ethnographic action research. From the beginning, this study reflects on the following question: What are the levels of responsiveness of the students from the 9th year of elementary school during reading activities? In order to answer this question, it was elaborated, in the light of Applied Linguistics, a proposal for intervention focusing on reading and writing based on the conception of an Educational Project of the discursive genres, Lopes-Rossi (2008). This work also aims at cooperating with reading activities, based on the dialogical conception of language in a Bakhtinian perspective from the discursive genre. The application of this project was carried out in a public school in the city of Soure, in the state of Pará. This study emphasizes the following issues: a) the use of the cartoon genre during the reading activities was successful in this research, since they promoted the active responsive understanding of the learners and contribute to the formation of them as conscious, reflexive and critical readers; b) 9th grade students demonstrate active responsiveness at different levels during the reading activities in the classroom. Therefore, the general objective of this research is: to reflect on the students’ responsiveness during the reading process. Moreover, this work also aims at: a) verifying the effectiveness of the reading activities elaborated within a reading project that uses cartoon genre by comparing students’ activities; b) demonstrating and characterizing the 9th grade students responsiveness regarding their performance during the reading activities; c) demonstrating whether or not there were improvements in the students’ reading skills. The data collected were interpreted based upon the idea of active responsive understanding borrowed from the Bakhtin’s thinking (2011) that defines responsiveness as passive and silent (delayed effect). The categories expanded by Menegassi (2008) are also relevant for this study, such as: active responsiveness with explanatory and exemplary expansion, passive responsiveness without expansion, active responsiveness without explanatory and exemplary expansion; Another important author is Ohuschi (2013) that highlights subcategories which are expanded and subdivided into levels such as: criticism; opinion; comment and exemplification; explanation; disagreement; suggestion; questioning; agreement; doubt; understanding. The results showed the presence of responsive understanding among those elements already identified by Ohuschi (2013) such as: active responsiveness with explanatory and / or exemplary expansion in the levels of criticism, opinion and explanation; Silent responsiveness at the levels of understanding and doubt. Moreover, students' responses and the context of the research guided us to add new data: 1) It was detected the levels of description, objectivity and sensitivity in the active responsiveness category with explanatory and / or exemplary expansion; 2) we also identified a new responsive understanding category, which we call active responsiveness with partial expansion. This new category helped us to highlight the following findings: a) the levels of explanation and doubt (OHUSCHI, 2013); b) the levels of description, obliquity and objectivity.Item Acesso aberto (Open Access) Os processos de revisão e reescrita na produção do gênero conto popular belenense escrito(Universidade Federal do Pará, 2018-03-29) PEREIRA, Andreza do Rosário dos Santos; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174This research consists in a theoretical and practical study about the review and rewriting processes in the production of the popular genre “written popular tale from Belém” through a work done with students from the 7th grade of Middle School. Based on the assumption that the students, when participating in a pedagogical project of reading and writing–from the textual production of the aforementioned genre, considering the processes of revision and rewriting mediated by guiding notes in the construction of this genre – they would often use the strategy "attending the correction and reformulating as suggested" and they would resort to the addition and substitution operations more often.Thus, the main goal of this study is to understand the review and rewriting processes of the discursive genre “popular tale from Belém”, made by the students of 7th grade of Middle School in order to contribute to the training of competent text producers. Based on the Applied Linguistics, the investigation presupposes the dialogical conception of the language from the Bakhtin Circle theorists and researchers who follow this idea. This investigation is linked to the Research Project “Práticas de Linguagem e Formação Docente” (Language Practices and Teacher Training) of the Federal University of Pará (UFPA) – Campus in Castanhal City. This study is a qualitative-interpretative research-action of ethnographic approach, conducted in the municipal education network in Ananindeua/PA. In order to answer the question about how the review and rewriting processes contributes to the development of writing skills of students from the 7th grade of Middle School, increasing their communicative competence in the construction of the discursive genre “written popular tale from Belem”, firstly we made an evaluation of the class through a proposal of textual production to verify both what the students already know about the genre popular tale from Pará and their difficulties related to the writing. After the performed evaluation, we proposed an intervention with the previously mentioned genre using the reading and writing project methodology elaborated by Lopes-Rossi (2008). Then, an educational proposal was applied to the students in the classroom and their writing productions were selected. After the teacher-researcher reviewed these writing productions through guiding notes, the students chose the following strategies: i. to follow partially the suggested review by the teacher-researcher; ii. to follow the suggested review proposals. In relation to the linguistic-discursive aspects used by the subjects in the rewriting act, it was verified significant replacements and increasing in the rewriting process through the guiding notes under the teacher-researcher orientation. As a result, we noticed that the review and rewriting process contribute to the self-reflection of the students in term of releasing themselves from being a passive subject, who write only to exercise writing skills or to achieve a high score, to the position of the one who is part of a dialogical process of writing construction.Item Acesso aberto (Open Access) A responsividade discente em atividades de análise linguística com o gênero crônica no ensino fundamental(Universidade Federal do Pará, 2016-12-12) GOMES, Sílvio Nazareno de Sousa; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174