Navegando por Orientadores "MENDES, Leila Said Assef"

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A argumentação em práticas de leitura e (re) escrita com alunos de 4.ª etapa da EJA de uma escola municipal de São Luís
(Universidade Federal do Pará, 2015-08-20) SOARES, Rosangela Diniz; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
This study analyzes and characterizes the reading and rewriting productions of the genre argumentative letter of the students from the 4th EJA step of a school from the municipal educational system of São Luís, with a view to identifying skills and competencies in the use of discursive-argumentative resources in written production of the genre argumentative letter that these students have already developed, as well as the difficulties that deserve to be remedied. In this attempt, there’s a reflection about the socio-discursive and interactional conception that guides the study of the language, facing the discursive practices of verbal interaction, which only takes place in real situations of speech and writing and is materialized in the form of textual genres, especially those of argumentative bias. It presents also the concepts of text, gender and discourse from the perspective of Text Linguistics (LT), which sees them as action and not abstraction. Also in this socio-discursive perspective, the argumentation is effective as resource to access the citizenship, as it enables students of EJA questioning their social rights. And for the seizure of data that gave the chance of verification of the difficulties aforementioned, it was used questionnaires and analysis of the initial written production of students of two genders of argumentative bias. The results are revealing that students have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter, but are competent in the capture of the point of view. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results. The results are revealing that students are competent in the capture of the point of view in opinion texts, but have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results.
Acesso aberto (Open Access)
Fios de metáfora em labirintos de memórias literárias: a metáfora na escrita de 8º ano do Ensino Fundamental, em uma escola pública de Tracuateua-PA
(Universidade Federal do Pará, 2016-12-14) SANTOS, Gercilene Vale dos; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
In this paper, we present the results of the application of a Didactic Sequence, developed in 12 workshops, which had as main objective to develop in 8th grade of elementary school‟s students of a public school located at Tracuateua -PA, knowledge of the metaphor as a resource for production of literarity effects in texts with genre of literary memories. The study comprised a class of 30 students. The texts were analyzed from the Interactionist conception of language (BAKHTIN and VOLOCHINOV, 2004); the notion of genre as an instrument (DOLZ e SCHNEUWLY, 2004); the categorization of conceptual Metaphors: structural, ontological, orientational and imagery (LAKOFF E JOHNSON, 2002); the literary metaphors rating: totally unusual, partially unusual and crystallized (ANDRADE, 2008; LAKOFF and TURNER, 1989). The reasons for the adopted approach were the possibility of transforming a concern of teaching and learning in a research; the visibility that is intended to give for the metaphor as cognitive, linguistic and creative resource. We analyzed at random, six (06) initial textual productions and six (06) final textual productions. The results showed expansion of the student‟s discursive competence: the texts composed a memorial titled as Nos tempos da Maria Fumaça; most of the texts presented literary metaphors partially unusual and crystallized, which were resulted from imagetic metaphors creations, from extension and development of structural, ontological and orientation metaphorical concepts. This result had a positive impact on student‟s performance. We conclude that the hypothesis was partially confirmed: the teaching of the metaphor conducted with a reflective approach, can help the student with the producing of literary memories texts with literary effects.
Acesso aberto (Open Access)
Gênero textual anúncio publicitário: ensino, persuasão e meio ambiente em uma escola estadual de Belém-Pará
(Universidade Federal do Pará, 2015-08-17) MONTEIRO, Tânia Regina do Nascimento; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
This research aims to show how the teaching of Portuguese can lead students to an act in defense of a cause, uniting work with the genre advertise and themes of environmental education area. The studies were based on bibliographies related to textual genres works and also the guidelines of the National Curricular Parameters for Portuguese Language (BRAZIL. MEC, 1998) and the cross-cutting theme Environment (BRAZIL. MEC, 1998). Both recommend a teaching geared to citizenship and social practice emphasizing the importance of involving the content of disciplines, including LP, subjects that are in evidence in day-to-day lives of individuals and the community in order to make the most significant teaching and contextualized. Thus, this paper presents a series of activities with the genre advertisement in the light of intervening in a socio-environmental reality of the State Elementary School Maroja Neto, located in Belém, state of Pará. The project had as target students from the fourth step, the Youth and Adult Education, which met specific content related to the construction of gender so that they could recognize the power of persuasion of these texts when they are in social circulation and also produced a campaign to sensitize the community of three shifts to keep the school environment and to combat violence among students. The contents studied by students focused on approaches related to verbal and non verbal, argument and persuasion in advertising copy.
Acesso aberto (Open Access)
A leitura como instrumento de desenvolvimento do aluno leitor: uma proposta de atividades em uma turma de 8º ano em uma escola de Mosqueiro
(Universidade Federal do Pará, 2016-11-10) PORTELA, Sâmela Aires dos Santos; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
This work was made from a supposing that the Reading is one of the paths which the student develop knowledge and it´s one of the tools for a critical construction´s human being, somebody who uses his/her speakings and able to interact in an efficient way with his/her surrounding people. In this context, we discuss about a school ´s need , it has to lead a role play not only in the reader´s formation, but as well as a space to the development from the reader´s student. From this language interracionalist´s conception, mainly based in Bakhtin and Menegassi, we discuss this necessity and we ask, from a previously approach with a eighth year classroom from the elementary school from Mosqueiro, what can be done so that the student show a development and reading autonomy ? Trying to answer this question which bother us, we had to identify an objective, from some activities perspective, some advances in the reader´s development from the students, so that it could become an expert reader and able to evolve in the most several communicative intereactions. From this signal given by the students in this previous activity, we can verify that the classroom had some difficulties since their understanding´s level until the reading retention´s level . Through this, we proposed a work with reading´s activities, focused in the decodification´s levels, understanding, interpretation and retention, until to arrive at activities culminating with the Touristic reports´gender. From this result on , we noticed some advances in their reading from the third activity on, when we started reading´s strategies, such as resumes´production, presented by Solé (1998). In the later activities, we verified that the students were increasing their knowledge and improving their development in the steps from this reading process. Finally, we testified, that the most of the students, an appropriation from reading steps, when the readers- students made some interviews and they got, from these interviews, retextualize to the Touristic reports´gender applying, indeed, some strategies such as those learned at resume´s work, informations´selection made, besides their criticism´s display revealed during this process, that it finished with a touristic reportmagazine´s production.
Acesso aberto (Open Access)
Proposta de material didático para alunos da EJA do ensino personalizado – nível fundamental – em uma escola pública de Belém - módulo I
(Universidade Federal do Pará, 2015-08-21) NUNES, Graceli da Silva; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
The purpose of this work is to give students from a public school in the city of Belém-PA, which stands for undertaking a different methodology in the teaching mode in the Youth and Adult Education, Education Custom blended, didactic material of Portuguese language meets the real communication desires that portion of individuals who returns to school to the completion of their schooling. The aim is to thus provide a better command of the tools of literacy, through meaningful language practices for the life of young and adult workers, especially, who do not have enough time to attend regular school. The subjects selected for this study were students enrolled in blended Custom Education in fundamental level from 6th to 9th year at school "Centro de Educação de Jovens e Adultos Prof. Luis Otavio Pereira "- CEEJA, methodology whose basic principle the flexible hours and the teaching of modules. How is school function the supply of teaching materials - teaching modules - the action of this study was to recast the first Portuguese language module, the module I, in order to promote a more fruitful teaching reading, writing and linguistic analysis, through genres, unlike the proposal in the material in use by the school, which still favors the nomenclatures and grammatical norms, without having the text as the main teaching tool. From this perspective, there was the relevance of the new module in a quantity of students who began the Portuguese language studies, distributed in three shifts: morning, afternoon and evening. For this evaluation, there was the participation of teachers in the area, who worked the module within the normal school teaching process. The application of the didactic proposal in a real teaching context resulted positively, given the significant change in the attitude of students regarding the understanding of the standards that regulate the social uses of reading and writing, which are held and are updated at different genres.