Programa de Pós-Graduação em Letras - PPGL/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2310
O Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA). Confere ao candidato habilitado o título de Mestre e/ou Doutor em Letras, nas Áreas de Concentração em Estudos Literários ou Estudos Linguísticos, tem como objetivos gerais e fundamentais: preparar pesquisadores capazes de desenvolver trabalhos científicos no campo dos Estudos da Linguagem; desenvolver a competência profissional e científica do graduado para que ele atue com criticidade na sua área de conhecimento; e produzir conhecimento científico relevante para o país, com ênfase, quando oportuno, para as especificidades linguísticas e literárias presentes na Região Amazônica.
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Item Acesso aberto (Open Access) Avaliação formativa como estratégia de desenvolvimento profissional de professores de português língua estrangeira(Universidade Federal do Pará, 2022-01-01) SILVA, Fernanda Sousa e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054Item Acesso aberto (Open Access) A avaliação formativa no ensino-aprendizagem do português: o procedimento webquest em análise(Universidade Federal do Pará, 2012-07-02) RODRIGUES, Keifer Eleutério; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146This dissertation approaches the use of the Internet in the process of teaching / learning of mother language, more specifically the use of the Webquest technological procedure as a didactic and pedagogical tool which supports school teaching, learning and assessment processes, and consequently optimizes the development of language competences by the students. To support the inclusion of New Information Technologies and Communication in teaching and learning of mother language, at first a reflection will take place about the theoretical and methodological framework that has been proposed by recent studies of Languages Didactization and the PCNs to the mother language. In this reflection, focus on the principles of the teaching and learning interactional approach of languages and formative assessment, showing their relevance to a fruitful work in the classroom. Then join to these fundamentals, the studies developed by the Educational Technology, which deals with computer use as an educational resource, emphasizing the constructivist theory as a theoretical basis that guides this practice. In this context, is defined more specifically the Webquest research methodology, which can employ the Internet to support student interaction with diverse information, peoples and to deal with the real language use, within a contextualized environment in social and communicative practices. Based on this theoretical stand, I will analyze seven Webquests produced by the students of the Language Course at Federal University of Pará, aiming at verifying if this methodology if this methodology is consistent with the teaching and learning interactional approach of mother language and formative assessment favours learning (self) evaluative and (self) regulation procedures, indispensable for the development of the language competences on the written production. In this document analysis, performed from the perspective of qualitative research, it is proposed as the main objective is to contribute to the insertion of the Webquest technological procedure into productive practical learning and teaching practices of mother language, as a way of providing theoretical support for the use of this tool in interactional educational principles.Item Acesso aberto (Open Access) Buscando significações na aprendizagem de inglês no ensino médio: uma experiência de fomento de autonomia(Universidade Federal do Pará, 2009-04-24) NATIVIDADE, Elda Carla Barata; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312It presents the results of a research in the field of Language Teaching and Learning which aimed at developing students autonomy regarding their appropriation of English as a foreign language in a country school. The study was developed as an imposing need to make English learning meaningful and motivating to students in this school. Motivation was seen as an important element in the construction of this knowledge. The study relied on previous research by Brown e Jacob (apud WILLIAN et al, 2004) e Harmer (2001), and on motivation; and Holec (apud PAIVA, 2005), Dickinson (1994), Little (1991), Benson (2001), and Paiva (2007) on autonomy in foreign languages learning. Methodological guidelines were borrowed from Hadley (2004) and Viana (2007) and especially on how to conduct data collection, organization, and analysis in an action - research format. This study was conducted by he teacher-researcher, based on data collected by the author in her High School freshman class with twenty eight students enrolled in the evening class of a public school in São Francisco do Pará. The data analysis proved that a meaningful learning must have students‟ daily life as a starting point to any activity. It also proved that situations which demand students using the language in real contexts makes learning more meaningful to them at the same time that it fosters autonomy. The activity conducted for this study, called Posters‟ show, aimed at developing quality behavior in students towards learning because, taking autonomy as a background, students‟ daily life, their life experiences, and their responsibility towards the learning situation are far more important elements to experience than mastering grammar rules or even covering the complete content of each academic year. Results showed that positive outcomes because a change occurred in students perceptions on learning, evidencing that it is possible to enhance autonomous attitudes when proper guidance is given to students.Item Acesso aberto (Open Access) Contribuição da avaliação formativa para o ensino/ aprendizagem da produção escrita em turmas numerosas(Universidade Federal do Pará, 2008-08-26) PORTAL, Michele Seabra; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146Item Acesso aberto (Open Access) O efeito da instrução de estratégias de aprendizagem no desenvolvimento da produção oral de alunos de inglês da Universidade Federal do Pará: um estudo de caso(Universidade Federal do Pará, 2006-08-18) GAIGNOUX, Kelly Cristina Marques; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312It investigates the effect of the learning strategy instruction to the development of the speaking skill with a group from third level learners of English from Curso de Letras at the Federal University of Pará. This investigation aims at contributing to a better understanding of the issues involved in learning difficulties related to learners speaking performance in using a foreign language by suggesting that the explicit instruction of strategies can provide more effective learning. Hence, it offers teachers a new perspective from which to view these issues in the classroom. This study was carried out within the learning strategies framework which is based on cognitive theory of learning and development.Item Acesso aberto (Open Access) O espanhol em Belém: atitudes e políticas lingüísticas(Universidade Federal do Pará, 2005) MARTINS, Nélia de Almeida; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006The presence of the Spanish language in Brazil in last the ten years, comes reaching a prestige never before seen. Professors, researchers and some Brazilian universities, through seminaries and congresses come, each time more congregating for the quarrel of diverse inherent subjects not only to the teaching or learning spanish, but of the dissemination of the Spanish language for Brazil. This work aims at, through the analysis of the Languages attitudes developed for university pupils of Spaniard of the courses of Administration, Arts and Bilingual Executive Secretaryship, beyond professors of Spaniard, managers and liberal professionals of the city of Belém, to show how the city looks at in direction of this new horizon of the Spanish language in Brazil. To complement the work, a study on the linguistic politics of the education of the Spaniard in Brazil also it will be presented.Item Acesso aberto (Open Access) Gêneros textuais acadêmicos e ensino da língua inglesa: um caminho para a motivação e a autonomia(Universidade Federal do Pará, 2008-12-19) RODRIGUES, Larissa Dantas; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312In the academic environment, when asked to write academic genres, the undergraduate students in general have difficulties related to their content and textual organization. Therefore, these reading and writing practices are in general inhibitors of motivation and autonomy. From this perspective, I developed an action research with students of the sixth semester of the English Letters Course at UFPA aiming to verify in which way the application of a pedagogical proposition composed of the appropriation, production and publication of academic genres can develop those undergraduate students’ motivation and autonomy. This research is based on the theories of motivation (DÖRNYEI, 2001; USHIODA, 1996), autonomy (BENSON, 2001; SCHARLE & SZABÓ, 2000), and textual genres in the socio-rhetorical perspective (SWALES, 1990; BAZERMAN, 2006). The results presented try to offer possibilities of a systematic teaching that prepares the undergraduate Letters student to a more motivating and autonomous text production. Moreover, after experiencing a meaningful application of genres, it is expected that those future teachers will deal more effectively with other genres in their classrooms.Item Acesso aberto (Open Access) A incorporação do conceito de gênero no discurso de estudantes de letras sobre o ensino-aprendizagem de língua portuguesa(Universidade Federal do Pará, 2012-10-11) ALMEIDA, Nora Monteiro Pinto de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039Item Acesso aberto (Open Access) Investigando a influência das crenças de alunos do Curso de Letras da Universidade Federal do Pará sobre sua prontidão para a aprendizagem autônoma do inglês: um estudo de caso(Universidade Federal do Pará, 2007-06-26) NASCIMENTO, Cleuma de Almeida Matos; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312This study aims at investigating how the beliefs about English as a foreign language of four undergraduate students of Letras course at UFPA influence, in a positive or negative way, their readiness for autonomous learning. The principles of this research are qualitative with the use of narratives, a questionnaire and interviews for data collecting and further cross validation. By analysing the beliefs and their relation with autonomous learning we concluded that teachers and students can together construct a new understanding of the teaching and learning process, as well as they can better comprehend their roles in it. This awareness is one of the foundations of learner autonomy.Item Acesso aberto (Open Access) La enseñanza del español en el sistema universitario brasileño: propuesta para una buena práctica docente(Universidade Federal do Pará, 2014-11-20) CARRERA, Carlos Cernadas; RODRÍGUEZ YÁÑEZ, Xoán Paulo; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039The growing interest in teaching Spanish language in Brazil, and the subsequent need to train teachers in this language, is making Higher Education institutions to consider the adequate strategies to provide with the necessary formation for future teachers. The overall aim of the present study is to analyze, from the perspective of the cited authors, the implications of the teaching methodologies in the development of the teaching-learning process in those subjects that specifically address the teaching of Hispanic Language and Culture Studies in the BAs offered two universities - the Universidade Federal do Pará and the Universidade da Amazônia, both of them located in the city of Belém, in the state of Pará (Brazil). Taking this as the point of departure, a series of questions were formulated. These questions were addressed to teachers and students, whose feedback served as an orientation for this study. The methodological approach adopted is based upon the principles of perspective, one that took into consideration the quantity and quality of phenomenological paradigmatic postulations, along with descriptive and analytical procedures regarding a three-fold approach to methods and subjects as a way of integrating the different aspects of the study. Teachers and students from the aforementioned institutions participated in this research. Data was collected via documentary analysis, questionnaires that included open and closed questions, and semi-structured interviews. The responses to the closed questions included in the questionnaires were analyzed according to descriptive statistical procedures, and the responses to the open questions and interviews were analyzed with specific procedures of content analysis. The results revealed that teaching practices have some critical points that must be considered, mainly regarding the planning of the material, the evaluation process, and the infrastructure and relational climate. However, these difficulties do not constitute an insurmountable problem, above all because other aspects were positively rated by teachers and students, especially those related to working with contents, methodological procedures and the use of teaching resources. In general, there is a clear positive reaction regarding the teaching practice from both institutions. Some recommendations flourish from the analysis of these results. These may contribute to assist a process of reflection of the community involved with the aim of improving the teaching practices of the BA in Spanish in the Brazilian higher educational system.Item Acesso aberto (Open Access) O livro didático e o fomento da autonomia na aprendizagem da língua inglesa(Universidade Federal do Pará, 2011-05-11) FONSECA, Maria Amélia Carvalho; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312Observing that frequently adult students are very dependent on their teachers and show an enormous passivity relating to their learning, I realized the importance of carrying out a study that could stimulate autonomous behaviors in their learning process and to do so the textbook could be used. From this perspective, I identified the need to develop an action research, which allows the use of our daily classroom practice to collect and analyze data, having as subjects my own students. This study aims at investigating how the textbook could be used in order to foster learning autonomy. For this, it attempts to recognize in a textbook used by adult students in an English language course kinds of activities that could foster autonomy, it tries to determine conditions to adapt some of these textbook activities and it analyses the effect of those activities on students’ autonomy. This research is based on the theories of textbooks, of classroom dynamics, including the activities performed during classes, and on the concepts of autonomy, comprehending the role of the autonomous student and the role of the teacher in the autonomization process. This way, it was based on authors such as Skierso (1991), Dickinson (1994), Richards (1994), Cunningsworth (1995), Scrivener (1998), Little (1999), Cotterall (2000), Graves (2000), Scharle e Szabó (2000), Benson (2001), Crookes e Chaudron (2001), Nunan (2001a, 2001b, 2005), Tomlinson e Masuhara (2005), Brown (2007), Harmer (2001, 2007), Magno e Silva (2003, 2008, 2009), among others. This study is relied greatly on the previous research by Scharle e Szabó (2000) which was able to provide means to identify the activities that could contribute to foster learner autonomy. The data analysis results show that it is possible to use the textbook as a tool to foster learner autonomy and that the way the teacher uses it determines if and how this will happen. The results show that the extra activities used in the classroom and the evaluation of these activities by the students contributed to a change in the students’ behavior toward their learning, the development of autonomous attitudes on the students, and the indication of students´ wishes to carry on the autonomous process. This is evidence that it is possible to give students conditions that favor their autonomous learning behaviors.Item Acesso aberto (Open Access) Motivação e autonomia no ensino e aprendizagem da habilidade de escrita em inglês como língua estrangeira: os gêneros textuais do Orkut e as suas interfaces interacionais(Universidade Federal do Pará, 2010-10-30) DUARTE, Francisco Ednardo Barroso; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312In the educational context of teaching and learning of foreign languages, basic education or academic levels, writing activities are usually neglected at the expense of the great attention given to oral skills. Teachers often complain about difficulties and challenges they face to arouse students‟ interest related to writing activities. Moreover, we realize that students also complain about the treatment which is given to writing ability in the classroom, being uninterested and demotivated throughout the production of these activities. Therefore, this paper aims at discussing, reflecting and analyzing how this skill has been treated over the years and it proposes the genre-based approach in order to motivate and foster the autonomy of students majoring in Letras, English Language at the Universidade Federal do Pará, Campus Bragança. This approach is based on the use of e-genres in the social networking site Orkut.Item Acesso aberto (Open Access) Motivação e representação cultural no ensino e aprendizagem de inglês como língua estrangeira dos alunos da Licenciatura em Letras da UFPA(Universidade Federal do Pará, 2009-08-25) VIDAL, Claudia Valéria França; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312In the last years cultural issues have gotten more attention in the field of language teaching and learning. Once didactic books are among the main supports in foreign language teaching and learning process, the cultural representations these materials present may influence inlearners beliefs and attitudes in relation to the target language and, consequently, in their motivation to learn it. It is understood that culture encompasses a range of different aspects, however, analyzing the didactic book of English as a foreign language Touchstone, we observed that the cultural samples presented in this material refer basically to historical and geographical aspects and touristic information. We also observed that in relation to the contact with the culture of the target language, the learners of the discipline Anglophone Cultures may have varied attitudes. Thus, this research presents reflections about the considerable limitation of cultural representation in the didactic book analyzed, taking as main focus the extent in which it affects learner’s motivation. Besides, this dissertation presents reflections about how the other’s culture may be approached in order to enhance the perception of his ones’ own culture.Item Acesso aberto (Open Access) Práticas de ensino e produção de textos escritos na 8ª série do Ensino Fundamental: o quadro europeu comum de referência como ferramenta(Universidade Federal do Pará, 2009-03-07) SILVEIRA, Jordana Tavares; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050In this master's degree dissertation, we developed a study about production of written text in series of 8th series of the elementary school, seeking: to identify the procedures and the observed teacher's habitual difficulties to teach production of written text to their students; Analyzing the didactic material used in those classes; and recommend, just like suggestion, practical of native language teaching to improve the interaction development through written production. As work tool for the development of that study, the Common European Framework of Reference was used (CEFR). Concerning the methodologic procedures, we used the study of case, detaining us to an only group. In the analysis, we thought about the teaching practice of text production, observing thirteen (13) classes of native language and the material in them worked as well as the " compositions " written by the students of the observed class. The results of the research indicate that can change our practice of a teaching of LM descontextualized and without practical and social purpose for the classes that provide the development of the competence students of written production.Item Acesso aberto (Open Access) As práticas de ensino-aprendizagem de leitura no ensino fundamental II: do texto ao hipertexto(Universidade Federal do Pará, 2010-07-01) QUEIROZ, Nelma do Socorro Santana; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050This paper describes the practices of teaching and learning of reading in their mother tongue, having the computer as a primary teaching tools. This is an action research based on assumptions sociointeractionists language, language and reading. So it makes reference to the dialogical perspective, the genres - theoretical concepts and as a teaching object - the didactic sequence, the blog as a virtual support and genre experience report on the blog, as well as the teaching of reading comprehension in their mother tongue and the computer as a teaching tool. This theoretical apparatus is used to analyze part of a didactic sequence that prioritized working with the power of reading and writing (the first being the focus of this study) developed with a class II primary school in the Municipality of Benevides, Para. Also, try to ascertain to what extent these practices, when using the tool didactic computer technology, contribute to the improvement of reading comprehension of learners.Item Acesso aberto (Open Access) O professor e o processo motivacional na aprendizagem de língua estrangeira(Universidade Federal do Pará, 2011-05-13) MATOS, Maria Clara Vianna Sá e; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312The goal of this work is to understand more about motivation in foreign language (FL) learning and the role that teachers play as to benefit it. In order to develop this work, research was done on the definition of motivation; its importance to the FL teaching environment and on what could be the role for teachers as motivators. The presuppositions selected to guide this study were: motivation is needed for everything we do and it is crucial for learning a FL (USHIODA 1996, DÖRNYEI, 2001b; TAIPA; FITA 2003, PINK, 2010); the motivation for learning a FL is different from the motivation needed for other types of study (GARDNER, 2001; BROWN, 2007); motivation is dynamic and temporal and because of this it has phases that involve its generating, maintenance, and protection and the evaluation of past learning situations (DÖRNYEI, 2000); the teacher has an important role to enable motivation to benefit learning (USHIODA,1996; BURDEN, 2000; DÖRNYEI, 2001a; TAIPA; FITA, 2003). The research participants were all teachers from an undergraduate university course. A qualitative approach was predominantly used to register their points of view from narratives, questionnaires and interviews that were later systematized and analyzed. The results emphasize the need for teachers to improve their theoretical knowledge on how to benefit motivation in the FL classroom and present various possibilities for doing so.Item Acesso aberto (Open Access) Relações interdiscursivas entre as prescrições dos parâmetros nacionais e a atividade de trabalho do professor de Língua portuguesa: práticas discursivas sobre o letramento escolar(Universidade Federal do Pará, 2019-08-31) MORAES, Jonilson Pinheiro; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140This dissertation takes place in a research group that carries out in the context of the interface between discursive studies and ergological studies, especially from the perspective that analyzes the discourses related to work activity, either in the statements that precede the activity, or in the statements produced during the activity. Based on this perspective, this research aims to analyze the interdiscursive relations between the discursive practices constituted by the National Curriculum Parameters of Portuguese Language (PCNLP) and the discursive practices produced in the performance of the work activity of a 9th grade Portuguese Language teacher at Bom Jesus I Elementary School, located in the rural area of Igarapé-Miri, state of Pará. The research methodology consisted of documentary research and case study research. In the documentary research, the official document of the PCNLP was analyzed with the objective of investigating the discursive practices of the prescription present in the document for the teacher's work with school literacy. In the case study, we analyzed the data collected during the field research carried out in the 9th grade of the Bom Jesus I Elementary School, in order to examine the discursive practices assumed by the Portuguese Language teacher in the performance of her activity.Item Acesso aberto (Open Access) O retorno na produção escrita e suas influências na motivação para a aprendizagem de inglês(Universidade Federal do Pará, 2012-08-28) FREITAS, Gizelia Maria da Silva; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312Researches in writing in second language teaching and learning have involved the topic related to studies on errors made by students, involving usually the why and how to provide correction to these errors. Some suggest that the correction plays a role as important as errors in learning because the way it is done can benefit or hinder the development of students. We aim at investigating the strategies used by English teachers to provide feedback on written works to their students, as well as verifying the effects of those attitudes on motivation to learn a foreign language. Thus, the theoretical framework used here is based on theories of error and feedback, second language writing (L2) and motivation and motivational feedback. We draw special attention to those theories found in Figueiredo (2001, 2005), Ferris (2004), Raimes (1991 ), and Dörnyei (2000-2011, 2001, 2010). The investigation is a non-participant, descriptive study and was conducted in an English Language group, at Universidade Federal do Pará, Maraba. The participants involved are: teachers and a group of undergraduates. As instruments of data collection, we used the classroom observation, questionnaires and students written texts. The results show that most of the corrective moves come from the teacher. However, we noticed that when students participate in the process, there is greater acceptance, which could result in possible improvements for writing and for learning the L2 itself.