Navegando por Autor "BARRETO, Missilene Silva"

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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/3038449011739174
This 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.
Acesso aberto (Open Access)
Letramento e autoria profissionais docentes: mobilizações de saberes e fazeres em contexto de formação continuada decolonial nos anos iniciais do Ensino Fundamental
(Universidade Federal do Pará, 2023-09-04) BARRETO, Missilene Silva; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
This qualitative-interpretive research, of ethnographic and collaborative type, started with the following problem-question: To what extent does the "Sociocultural Practices, Languages, and Teaching and Learning Processes in Teacher Training" project (IEMCI/UFPA), hereafter referred to as "Sociocultural Practices," contribute to teacher professional literacy and authorship, and the implementation of decolonial practices in the classroom? To answer this question, we followed three teachers from the early years of Elementary Education from September 2020 to April 2022, in continuous training, within the Research Project "Sociocultural Practices" (IEMCI/UFPA), as well as in their professional contexts. Our general aim was to reflect on the mobilization of teachers' knowledge and actions in continuous training using a decolonial approach, based on the "Sociocultural Practices" Research Project (IEMCI/UFPA) and within a professional context. Specifically, we aimed to: a) identify the theoretical-methodological references of teachers working in the early years concerning oral language actions, reading, and writing; b) describe short courses implemented in the "Sociocultural Practices" project, as an extension of continuous training for professional literacy and authorship and for a decolonial practice; c) characterize the specificities of teacher professional literacy, authorship, and decoloniality in teaching practices after continuous training events. The sociocultural and ethnographic approach of Literacy Studies (STREET, 2014; KLEIMAN, 2005; FREIRE, 2013; 2017), the dialogical perspective of language (BAKHTIN, 2011 [1979]; VOLÓCHINOV, 2018 [1929]), and Decolonial Studies (LANDER, 2005; QUIJANO, 2005; MIGNOLO, 2005; WALSH, 2009; MOTA NETO, 2015) make up the theoretical-methodological framework of this investigation. As criteria for analysis, we guided the concepts of teacher professional literacy and authorship, and decoloniality, from the categories: ethical responsibility (BAKHTIN, 2011[1979]), conceptions of knowledge (TARDIF, 2014), and decoloniality of power, knowledge, and being (QUIJANO, 2005; LANDER, 2005; MIGNOLO, 2005). The results indicate that the professional literacy and authorship of the investigated teachers resonate in: ethical responsibility, consideration of others, class as a responsible political act, assumption of theory and practice, awareness of incompleteness, active responsive attitude, consciousness of teaching action, refraction of cultural identity in class, intersection of knowledge, evaluation and reformulation, estrangement of teaching action, awareness of change, reconfiguration of practice, unconscious teaching action, ethical commitment. Regarding decoloniality, teachers show traits of assuming cultural knowledge, promoting student co-authorship, confronting impositions, breaking away from the teacher-transmitter and student-receiver model, creative pedagogical alternatives, breaking away from hegemonic knowledge, demystifying knowledge, materiality of knowledge, interdisciplinary pedagogical practice, class innovation, uniqueness of knowledge, consideration of student discourse, awareness of knowledge built from a regional perspective, otherness, and promoting student engagement.