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 "RODRIGUES, Isabel Cristina França dos Santos"
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Item Acesso aberto (Open Access) Argumentação e a formação do sujeito aluno-autor: processos de (re)significação do dizer na era digital(Universidade Federal do Pará, 2016-12-14) ANTUNES, Glauce Correa; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972The present work aims to discuss, from the perspectives related to the verbal interaction and discursive genres postulated by Bakhtin (2003), Bakhtin/Volochínov (2006) and Geraldi (1997) and reading and writing conceptions proposed by Kleiman (2013) and Antunes (2005, 2009, 2012), how we can contribute to broadening reading and writing skills, promoting the contextual use of the chosen discourse genre, namely the letter. Our studies were also based on Rojo and Barbosa (2015), Rojo (2013) and Araújo and Leffa (2016) regarding the use of new technologies in school. As for the type of research, in relation to the procedures, it is an action-research and participant; about the approach, is qualitative, with ethnographic traits, since it involves the improvement of teaching practices through our interferences, whose information was gathered through a field work. The subjects selected for the survey are 8th grade students from the municipal public-school system in Belém. The corpus of this research is composed of handwritten letters and Facebook posts produced by the mentioned students. As a general objective, we intend to verify in what sense the writing of the discursive letter genre mobilizes different knowledge when it is used in school practices centered as close as possible to the linguistic situations of the students. Regarding the specific objectives, we intend: (i) to ascertain how these same subjects behave in a context with the singularities of the virtual world; and (ii) to verify how the use of speech sequencers facilitates the construction of meanings in their productions. To do this, we introduce the use of Facebook so that they also position themselves as critical readers, in order to compare what differentiates their critical online position from conventional writing, thus comparing the contexts of production and the differences that this implies in the lexical choices. In addition to the aforementioned authors, we have been in Lopes-Rossi (2008) and Solé (1998), which have led some of the guidelines we have proposed to achieve our objectives. To reach them and consolidate our analyzes, we applied an intervention proposal, carried out in the form of a teaching project, with modules for reading, writing and dissemination, which culminated in exchanges of letters between school students in different cities (Belém and Tomé-Açu) and posts in the profiles of our students from Belém. The results point out that there is a change of posture when the student-author subject is faced with a linguistic situation in which, in fact, there is a real interlocutor and the writing becomes significant and makes different grammatical, lexical and phraseological choices when structuring its statement in front of different interlocutors.Item Acesso aberto (Open Access) A constituição dos sentidos a partir do gênero multimodal tira(Universidade Federal do Pará, 2019-06-25) RODRIGUES, Marta Goreti do Nascimento; RODRIGUES, Isabel Cristina França dos Santos; ttp://lattes.cnpq.br/0226549641470972Item Acesso aberto (Open Access) O desenvolvimento da escrita argumentativa: uma proposta de trabalho com o gênero Meme em turma de 8º(Universidade Federal do Pará, 2019) RODRIGUES, Cinara Lopes; RODRIGUES, Isabel Cristina França dos SantosItem Acesso aberto (Open Access) Formação do leitor nos diálogos com as práticas socioculturais no Ensino Fundamental : cotação de histórias e mediação de leitura(Universidade Federal do Pará, 2021-05-28) SILVA, Márcia Fabrina Oliveira; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972This research is related to the formation of the reader based on narratives involving sociocultural practices of communities located in Concórdia do Pará. To this do so, an exploratory research has been developed whose main strategies used were storytelling and reading mediation, with a class from the 7th year of elementary school, in 2019. The aim was to analyze how storytelling and reading mediation enhanced or not the students' reading training, based on the narratives of the communities and those already recurrent in children's literature. The study, as a qualitative analysis, is supported by Thiollent (2011), since it proposes the application of interventional practices. As for the theoretical foundation, the concepts of reading and reading, as well as working with literature in the classroom, the same is supported by Menegassi (2010), Iser (1996), Jauss (1994), Chartier (1998), Todorov (2009), Colomer (2007) and Petit (2009). With regard to storytelling, orality and socio-cultural practices, there are studies supported by Busatto (2012, 2013), Zumthor (1993, 2014) and Freire (1981, 1989, 2013). There is also in Bakhtin (1997) Bakhtin et Volóchinov (1997), 1997) reflections based on the dialogical perspective of language. The research stages were divided into storytelling and reading of literary works; socialization of reading and listening experiences; visit to Studio Clove and Cinnamon socialization of the visit and narration of stories and stories from the communities and neighborhoods in which the students reside. The resulting data indicates that students have a level of literal understanding when it comes to reading, questioned and counter-argued evidence by authors from the esthetics of Reception. Furthermore, the study revealed that reading and listening to stories is pleasing to students in terms of fiction and plot, which allows us to affirm that the storytelling practices specific to their localities, contribute to their development. as readers, once they reveal knowledge from their reality, they promote the production of meanings, autonomy and expand their cultural baggage. Thereby based results obtained, an educational product was formulated based on the practice of activities related to reading concepts, these anchored in the author-text-reader interaction and, still based, on actions that enhance the development of the student-reader, such as storytelling and reading mediation.Item Acesso aberto (Open Access) Gamificação e escrita: experiência de aprendizagem gamificada para produção textual(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.Item Acesso aberto (Open Access) A interface oralidade, leitura e escrita na produção do gênero digital videoblog(Universidade Federal do Pará, 2021-06-02) SILVA, Adriano Nascimento; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972The purpose of this research is to analyze the Videoblog (vlog) as a discursive genre being used to teach Portuguese Language (PL) for students from 9th grade in a public high school located in the municipality of Santo Antônio do Tauá – Pará, considering oral, reading and writing skills. It is important notice the necessity of students being in a foward progress of writing and oral aspects although many of them have difficulties to produce writing texts, in addition make the oral skill works correctly in different contexts as well as the reading. From that the studies realized the hypothesis of considering the Vlog genre as a tool which contribute for teaching PL the most reflexive way since it must be necessary using the oral, reading and writing abilities to produce many interactions. Toward these studies, the general objective is: look into the relation among oral, reading and writing aspects into the process of teaching and learning of the students through activities that based on discursive Vlog genre. As specific purposes there are: investigate what the students already know about the Vlog genre, introduce the Vlog as a tool of teaching and learning writing and oral practice, encourage students to realize how is important to use suitability the orality in different communicative contexts as well as reading and writing skiils, produce Vlogs from experiences of these students. This research is based on literature from Bakhtin who studies aspects of language and dialogismo, Rojo and Moura (2012;2013) those approach the new resources of technology to teaching actions and also multiliteracy in the school, Menegassi (2010) about reading, writing review and rewrite aspects, Ataliba (2017) with regard to Vlogs. The qualitative-interpretive research with ethnografic characteristics have been developed as methodology of this study following up the steps: It applied some survey to the students, they attended to lectures, visited a museum the Tauá river, produced a presentation script, rehearsed and recorded Vlogs. The research has produced a Teacher guide from the analyses of the datas reached on it, an educational product based on Lopes-Rossi (2008) reading and writing project with adaptations. Their objective is advance what is considered a challenge through the educational process of students about Information and Communication Digital Technology aspects. Thus, the presented datas on this research have contribuited to understand what has been needed to submit as strategy for teaching PL through Vlog digital genre.Item Acesso aberto (Open Access) Leitura do gênero discursivo charge: abordagem multicultural na educação de jovens e adultos(Universidade Federal do Pará, 2019-06-25) ALMEIDA, Vera Lúcia Gonçalves de; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972Item Acesso aberto (Open Access) Os multiletramentos no chão da escola: desafiando realidade(Universidade Federal do Pará, 2018-03-26) SANTOS, Érica Emmanuelle Lima; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972This dissertation assumes that the use of technology is a great attraction for young people and adolescents, from the belief that technological resources could be allied in the implementation of pedagogical practices more connected to the reality of the student and the urgency to promote digital inclusion and Multilearning of students, in view of the needs of contemporary society. In order to put it into practice, we started with the following problems: How can TDIC be used as an instrument in the teaching-learning process, contributing to the critical and reflexive reading and multilearning of students? In order to answer such questioning, a proposal for intervention was developed, with a focus on reading, from the conception of Project of Reading and writing of discursive genres, by Lopes-Rossi (2008), from the perspective of Pedagogy of Multiletraces. The activities of reading were based on the dialogical conception of language, according to the Bakhtinian perspective, from the discursive advertising genre and sought to confirm / deny two hypotheses: a) Although they are digital natives, students do not master the resources derived from multimodal texts , Nor the reading of implicit, leading in a superficial reading, which - in the practice of the genre in question, allows the dissemination of prejudices and unhealthy consumer relations; B) The use of social networking sites (SRS) in hybrid learning environments is a facilitator in the teaching-learning process, because it brings the teacher closer to the context of the student, and promotes the re-signification of these spaces. It was defined as a general objective to use the TDIC, and in particular the SRS Facebook, as teaching-learning tools, in order to develop critical and reflexive reading, as well as to contribute to the multiletracy of the students. The specific objectives listed were a) To use the TDIC as teaching-learning tools, in order to contribute to the multilearning of the students, as well as to make them reflect on the power of the publicity and its discourse; B) To promote the reflexive reading, providing linguistic instruments necessary for the realization of the inferences and reading the implicit ones; C) To instrument students in the use of technological resources necessary for the multiletracy practices carried out. The application of this project began in the second half of 2016 and ended in the second half of 2017, having as students in the 9th year of elementary school a school that was part of the state network in the city of Belém-Pa. The theoretical basis was based on Bakhtin (2003), regarding the discussion of the discursive genres, Cope, Kalazantis (2000), Coscarelli (2007), Rojo (2012) regarding multiletramentos, Knoll (2012), Sandmann (2003) in relation to advertising, advertising and advertising, among others. The research was ethnographic, followed the methodology of participant observation and was of an applied nature and demonstrated that the use of TDICs favors the critical reading of multimodal texts, but that the use of SRS as a pedagogical tool requires a greater involvement between teacher / student in order for the learner to engage and see the instrument beyond entertainment.Item Acesso aberto (Open Access) A narrativa autobiográfica no 8º ano do Ensino Fundamental: entre a escola e as práticas socioculturais em uma comunidade ribeirinho-quilombola(Universidade Federal do Pará, 2021-06-15) OLIVEIRA, Ecilia Braga de; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972The purpose of this research is to analyze textual production in Elementary School from autobiographical narratives in a school located in a “ribeirinho-quilombola” community, starting with the sociocultural practices that involve the 8th grade students. The route is intended to work the identity of the learner as transformation agents of themselves and the world that surrounds them, starting from the reality experienced by them to the broader knowledge that dialogues with other realities. The beginning didactic experience, data generation and diagnosis happened between april and december 2019. Based on the grounding and foundation of the study, authors such as Bakhtin (1997, 2012, 2016), Menegassi (2010, 2016), Lopes-Rossi (2005;2008), among others who discuss and analyze the work with the text in the classroom, as well as Thiollent (2011) and Angrosino (2009), who recognize ethnographic research as a methodology that allows us to know the subjects and their worlds. The intervention proposal comprehend reading, writing and linguistic analysis practices in the classroom. It has the goal of arouse new discussions, contributing to a greater attention to the text production in schools, especially in the country school, since it became considerable the need for methodological innovations in classes destined to textual production in communities that are still systematically appropriating the written modality of the language. However, recognize the triad orality, reading and writing for the best performance in the classes of textual production, since more attention will be paid to written and oral production – which obviously does not rule out the importance of reading as the main relevant factor in the absorption of knowledge and dialogues that awaken the relationship between theory and practice, between what is being said and what is actually experienced in sociocultural practices. It is expected to contribute to the development and improvement of a better performance and the role of the student as a textual producer, whether oral or written. For the development of the research, it was choose for the methodological tessitura of action research, a line of research, whose function is to solve problems with a view to the transformation of a reality. The theoretical contribution is bakhtinian sociodiscursive interactionism that talk about the verbal interaction and aspects that cooperate to construct the meanings of the text. The data analysis was performed from the applied questionnaire and from the initial text that allow to understand how the students' writings are. It was not possible to reach analytical results, because of the suspension of classes due to the pandemic of Covid 19. However, the non-application of the intervention proposal redirected the research to be elaborated the educational product "Gamebook Guardians of Açaí", pedagogical material that works the writing through a product whose format is appbook, a book-application, digital and interactive. The pedagogical object dialogued with the sociocultural practices of the countryside subjects to the extent that the narrative is a collective writing that talk about the knowledge of açaí collectors, one of the main economic activities of the region. It was possible to use digital resources (google Meet, WhatsApp) to mediate the written production in the year 2020; This way, think about the factors that contribute to the development of pedagogical practices that stimulate the process of teaching and learning writing in Portuguese by “ribeirinho-quilombolas” students.Item Acesso aberto (Open Access) Narrativas amazônicas e novas tecnologias: diálogos possíveis na formação do leitor(Universidade Federal do Pará, 2016-12-14) SILVA, Ayholândia Moraes da; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972Contributing to the student's reading and writing development and their insertion into society is what this work intends to do. Thus, the initial idea is a proposal of organized reading (and writing), mainly, from the orientation of the writings of Bakhtin / Volochinov (1992), Rossi's studies (2008) about the pedagogical project of reading and written production and Rojo (2012) on teaching of reading associated with new technologies and Amazonian culture. To do so, through participant research, we took into account the relevance of reading in human formation, the cultural repertoire and the cognitive ability of readers. This proposal was prepared for a group of 6th grade / 9 belonging to the public sphere of education. It is hoped, in this sense, to promote the formation of competent readers who are able to dialogue with the information that is present in the text they read to, based on this and the many technological tools that the postmodern world offers nowadays, the reader (like the example of the Wondershare Filmora program), produce their own stories. Within this proposal the reading (and writing) of Amazonian legends, such as "the legend of the great snake" and "the legend of the mother of water", is highlighted. The choice of texts was based on the pedagogical and cognitive possibilities that the genre has, and due to the proximity to the cultural context of which the student is part, as well as being stories inspired by the popular imagination that, when using a very attractive combination between the real and the fantasy world awaken the interest of the reader and, thereby, dynamize the process of teaching and learning.Item Acesso aberto (Open Access) Novas tecnologias e livro didáticos da EJA: uma abordagem pedagógica por meio do gênero propaganda(Universidade Federal do Pará, 2018-03-26) PEDROSO, Luis Marcelo de Araújo; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/6329405040653270This work sought to propose a pedagogical approach, using the advertising genre, considering the use of NICTs and a relationship with the EJA Didactic Book (3rd stage), of a public school in the outskirts of Belém. relationship occurred in the learning of the reading and writing competence in the teaching-learning process of the students. Thus, it was important to describe the EJA, the textbook, NTICs, proposal for action and observation in the proposed activities. For the study of the mother tongue, use the language of gender, analyze its structure, verbal / nonverbal language and as predominant language functions. It was argued that the appropriation of technological shoes would broaden the knowledges and orientation of students of the moment for the practical purpose. A literature used as authors such as, Souza (1998), Bakhtin (2003), Menegassi (2005) and Koch (2015). The work also revealed that, although it was used, NICTs in conjunction with LDs for Portuguese language teaching still exist in the challenges for the most effective development of this type of referral. This is justified because there are teachers who are not well prepared and interested in working with the new technologies. In addition, many schools do not offer a suitable structure for this type of work in the function of low investment in the area. On the other hand, students are very receptive to NICTs. They escape, learn and adhere to their learning, especially in the activities that enhance the relationship with their possibilities of articulation with the labor market (formal and informal) and subsistence.Item Acesso aberto (Open Access) As TICs em sala de aula de LP: ensino-aprendizagem da língua materna por meio do software Hagáquê(Universidade Federal do Pará, 2016-12-14) BARBOSA, Ozana de Oliveira; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972We present a collaborative, participant research that consists of a proposal to intervene in Portuguese language classes that contributes to the development of the textual competence of students of the 6th grade of a state public school in the municipality of Ananindeua, in the State of Pará. The studies are based on theories about educational technologies (ALMEIDA; VALENTE, 2011), in the conception of language from the socio-historical perspective (BAKHTIN/VOLOSHINOV, 2004), and in the transposition of the discursive genre into the classroom in the process of teaching native language learning, according to PCN Portuguese language (BRASIL, 1998) And under the gaze with view to the multi-literacy (ROJO, 2012, 2013, 2015); With the objective of investigating the use of the HagáQuê software as a didactic tool associated to the study of the genre Comics in order to increase the reading and writing of the students of the 6th grade of a public school in the municipality of Ananindeua, in the state of Pará , By means of an intervention proposal. The methodology is developed through a bibliographical survey about the conceptions of language, discursive genres and New Technologies in education; And to develop the intervention activities in the classroom, we consider the guidelines of Lopes-Rossi (2008) on the pedagogical project of reading and production of genres, and Menegassi (2010) concerning the conception of reading with ordered questions, for the reception of the genre and the conception of writing. We have therefore developed work in class with a focus on the genre Comics, although the need to dialogue with two other texts (story and legend). The story was the Amazonian short stories of Inglês de Sousa so that the students appropriated the language by means of literary text that provides the development of the reading competence from the popular questions present in the book, regarding the Amazonian context and the text "O Curupira", version adapted by Maurício de Sousa (2009); We also work with the electronic HQs from the software HagaQuê - publisher of comics - a program that allows the student to be the author of his comic books. To analyze the data, we consider the constituent elements of the discursive genre HQ and the selected technological tool present in the students' written production, having as corpus for analysis the productions of two groups (A and B), both in printed and digital support in HagáQuê software.