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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Agora exibindo 1 - 17 de 17

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/0226549641470972
The 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.
Acesso aberto (Open Access)
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)
Concordância verbal em textos de alunos do ensino fundamental maior: variação e ensino
(Universidade Federal do Pará, 2018) MORAES, Ronaldo Nogueira de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
Acesso aberto (Open Access)
Conotação e metáfora no ensino da escrita para alunos da Educação de Jovens e Adultos
(Universidade Federal do Pará, 2015-07-13) RIBEIRO, Jandiassy Nazaré Braz da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
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)
A formação do leitor literário através do livro “Pequenas Descobertas do Mundo” de Clarice Lispector
(Universidade Federal do Pará, 2015-08-19) MONTEIRO, Samara de Oliveira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work emerged from the decision to work with literary literacy within a class of 25 students in the 9th grade of primary education in a state school of primary and secondary education in Castanhal, a city located approximately 73 km from Belém. The work has developed for over a month (seven classes of two hours each), and has sought to reveal the initial contact with the literary text, by reading four texts from the book Pequenas descobertas do mundo, from the writer Clarice Lispector: Tortura e glória, Restos do carnaval, O primeiro beijo e Banhos de mar. The activities were grounded in accordance with the basic didactic sequence proposed by COSSON (2006) and the reading strategies proposed by GIROTTO & SOUZA (2011), that emphasize the communicative characteristics of the literary text and the explanation of the skills used by teachers, more experienced readers, to their students, thus enabling the understanding of the mechanisms that are put into action, at the time of reading a literary text. The reading of the full texts in the classroom, with pauses for clarification of used reading strategies, along with comments on each text, was accompanied by the reading of other texts from other authors, as well as listening to music, and presenting of videos and images. We believe that this work happened in a positive and satisfactory way, because provided the contact between students with one of the most important Brazilian writers, promoted useful moments of dialogue between the class and the teacher about the texts, paving the way for students to continue on the search for moments where literary texts provide enjoyment and learning.
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)
Interferência da fala na escrita de alunos do sexto ano: descrição, análise e intervenção
(Universidade Federal do Pará, 2015-08-27) MENDES, Gilcélia Amaral; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
In this paper, we had as main objective to describe and analyze the interference of speech in the writing of students of the 6th of an elementary public school in the city of Belém-PA, in order to propose activities aimed at improving acquisition writing.The research, based on quantitative sociolinguistics, it had some steps: (i) data collection; (ii) screening and data encryption; (iii) roll of the dice in the statistical program VARBRUL; and (iv) analysis of data, preparation of charts and graphs. The corpus totaled 2.179 data distributed among writing problems by speech interference problems, equivalent to 1.360 occurrences and problems of writing (spelling convention problems), equivalent to 819 occurrences, being subjected to analysis following a targeted approach according to studies from Variacionist Sociolinguistic, based on Bortoni-Ricardo (2003, 2004), Cagliari (2009), Faraco (2012), Lemle (2003), Marcuschi (1997, 2007, 2010), Mollica (1998, 2013), among others. The results allowed us to conclude that students come to the 6th grade of elementary school presenting further interference of speech problems in your writing (62%) than those related to the lack of student's familiarity with the spelling conventions (38%); and also that these problems are correlated both socioeconomic factors (sex, income, parental education), and the language (genre, part of speech, nature of the lexical item and tone of the word or phrase). From these findings, we developed a didactic-methodological approach whose objective was to intervene before these difficulties presented, so that students can go forward to the series/ subsequent years with no more difficulties on writing and, thus acquiring greater language proficiency.
Acesso aberto (Open Access)
Leitura de contos das obras “Literatura em minha casa”: uma proposta para o 9º ano do ensino fundamental
(Universidade Federal do Pará, 2016-12-12) LEAL, Flávio Jorge de Sousa; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's Thesis titled "Reading of story tales from the works" Literature in my house ": a proposal for the 9th grade of Elementary School aims to be a proposal of pedagogical intervention in the teaching of Literature for a class in the 9th grade in a municipal school of Elementary Education located in Santa Luzia of Pará Town, northeast region in Pará. It is a discussion about the importance of reading with Literature in the classroom as a humanizing experience, which should be developed in the school, especially in the first grades of students’ education, and an experience of reading story tales from the methodology titled basic sequence developed by Rildo Cosson (2013), which is composed of the following phases: motivation, introduction, reading and comprehension, it has as corpus four story tales from the "Literature Collection in My House", as known: Boy’s business with girl (2001) by Ivan Ângelo, Biruta (2001) by Lygia Fagundes Telles, The Man from the cardboard head (2003), by João de Rio, and The Fortune Teller (2003) by Machado de Assis, available in the school library. This work seeks to promote the reading of story tales in the classroom in an attempt to make literary literacy possible, as well as to bring the students closer to the mentioned collection and thus to form readers, since it is less known and read, as a reading option in the library. This research is in the author mentioned above and in others such as Alfredo Bosi (1974), Antonio Candido (1995), Ezequiel Theodoro da Silva (1999), Fabio Lucas (1983), Maria Amélia Dalvi (2013), Marisa Lajolo(2001), Regina Zilberman (1991), and Walnice Nogueira Galvão (1983), in order to construct a necessary theoretical framework as a basis for this research. still according to the methodology, an initial questionnaire was applied with the intention to establish a diagnosis about the students’ literary reading in the classroom so that it was possible to elaborate the proposal; after that it was made the application and analysis of an activity about story tales, present in the Portuguese Language textbook in the 9th grade, adopted by the school. After the basic sequences were applied and, finally, the application and analysis of a final questionnaire in order to evaluate the results. In this way, it is characterized as a field research and, more specifically, based on Naiditchf (2010), as an action-research. Even if, due to an incompatibility between the time required for the application of the four story tales proposal and the school activities calendar, only the two sequences of the first two stories were applied, satisfactory results were considered, so that this methodology proved to be a possible and successful way to work with the literary text in the Elementary School classroom.
Acesso aberto (Open Access)
Leitura de contos: uma experiência literária no ensino fundamental
(Universidade Federal do Pará, 2016-12-12) SANTOS, Nilson Fernandes dos; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
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/3038449011739174
This 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.
Acesso aberto (Open Access)
A modalização como estratégia de leitura e escrita
(Universidade Federal do Pará, 2015-08-24) GONÇALVES, Janaina Maria; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This research aims to contribute to the Portuguese language teaching in school Melvin Jones, located in Uruará (PA). It focuses on students in 9th grade and its object of attention is a fact of the language in respect of which these students show little domain: the use of modalization. Based on the theories of functionalism and argumentativity, efforts were invested in the construction of an educational notebook, in order to enable students, especially through activities anchored in genres, the expansion of its communicative ability; and provide teachers with a reflection on actions conducted in class in a dialogical perspective, seeking to enter the reflective grammar in teaching. Through a methodology focused on action research, are analyzed and proposed teaching-learning situations on modalization in various genres, directed to the 9th grade classes of elementary school. From the notions and concepts of Neves (1997, 2002.2004) Travaglia (2004, 2009, 2013), Koch (1996, 2000.2002), Dolz & Schenewwlly (2004), and Castilho Castilho (1993) among others, it was conducted a study focused on the conception of language as a dialogic activity that updates in everyday discourse and is embodied in the diversity of genres. The study of modalization conducted led to the conclusion that the teaching methodology guided by the use of grammar assumptions (reflective) and didactization of genres graduate students with broad language skills of textual production and reading comprehension.
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/3038449011739174
This 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.
Acesso aberto (Open Access)
A produção textual de base narrativa no ensino fundamental
(Universidade Federal do Pará, 2015-08-28) ALMEIDA, Maria Rita Barbosa de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This dissertation analyzes the textual production (short story) of students in a class of 8th grade of elementary school, students from a public school in Altamira (Pará), as a starting point for building an educational proposal focused on the production of texts narrative base. The analysis is to understand the situation in which students are in relation to the construction of narratives, trying to identify what knowledge have on the narrative elements, as articulated mechanisms textualization as the verbal cohesion (primary temporality of the narrative) and nominal ( referencing of characters) and how articulate the interactive discourse with the narrative. Within this perspective, we discuss how narrative basic texts are organized (Cardoso, 2001; Koch, 2011, 2015); reflects on the teaching and learning of text production (Dolz, 2010; Antunes, 2009); on the contributions of Bronckart (1999), with its theoretical proposal to elucidate the text organization in its different dimensions. Also present reflections to the teacher about the importance of ownership of Linguistics of the contributions as support to develop their teaching practice, to consider what difficulties the student as a starting point for the promotion of pedagogical practices, to value the activities with genres, among others. The analytical work of the texts of the students, which lies within the qualitative research, presented as a result of difficulties in textual production of 8th graders, such as lack of organizing a narrative domain, difficulty in using the direct speech and little ability in the referral process of the characters. Noting the problems identified, it elaborated a didactic proposal for teachers in order to contribute to the development of skills to write well-formed texts as to their organization and language choices, considering the genre in which to configure, which is the main objective from work.
Acesso aberto (Open Access)
Uma proposta de uso do procedimento Webquest no Programa de Atendimento de Alunos com Indicativo de Altas Habilidades/Superdotação em Língua portuguesa
(Universidade Federal do Pará, 2015-08-31) SOUSA, Rodolfo Meireles de; OLIVEIRA, Marilucia Barros de; http://lattes.cnpq.br/9728768970430501
This dissertation presents a proposal for intervention in the context of the workshops of the Portuguese Language Olympiad formulated as enrichment strategies in the Student Care Program with indicators of High Abilities / Giftedness. The proposal is to use the Webquest procedure as an alternative tool for school research foreseen in the High Abilities / Giftedness program and consequently the Portuguese Language Olympiad, since this is inserted in this context. The proposal provides internet searches on "The place where I live" for the production of chronic genre, both provided in said Olympics. This thesis also presents theories that contribute to the concept and the care of highly talented / gifted students, as Gardner intelligence concepts, Sternberg and pedagogical guidance of Joseph Renzulli. In addition, are discussed here the contributions of scholarly research and the Internet for teaching and learning in schools and in the Student Care Program with indicators of highly talented / gifted students. The proposal achieves on the proposition of the WQ, watching the Dodge guidelines (1995) on targeted research.
Acesso aberto (Open Access)
Uma proposta para abordagem da relação entre oralidade e escrita na Educação de Jovens e Adultos (EJA)
(Universidade Federal do Pará, 2016-04-04) LOPES, Letícia Martins Feitosa; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This work falls in the area of languages and the literacy masters in arts of the Federal University of Pará and has been designed with the intention to contribute to the development of the communicative competence of students in formal writing, textualization without textualization spontaneous speech marks; as well as to assist the teaching practice with respect to this issue. Are students of a class of fourth cycle of adult and youth education in a public school in the city of Castanhal-PA. As regards the research preceding the preparation of the proposed teaching designed to this end, this study aimed to observe, register, analyse, classify and interpret the facts of language discussed in it. Was held, therefore, a qualitative approach of inductive analysis, taking as object of study texts produced by students. For the theoretical foundation of this work, on the approach of textualization strategies, sought, basement in Oliveira (2010), Koch & Elias (2010), Koch (2005), Bronckart (1999) and others. Thanks also to support studies of Castilho (2014), Neves (2011), Koch-Travaglia (2011), Brait (2010), Depends (2005.2008), Ilari-Giraldi (2006), Freire (2005), Dolz (2004) & Schneuwly, BortoniRicardo (2004), Bagno (2002, 2003, 2006.2009, 2011, 2013), Rojo (2000) and others, for text-related aspects approaches and text genres, didactic sequence, work with EJA, marks of orality on written and peculiarities of these modes of language. The theoretical approach was made with the purpose of being a source for access to Portuguese language teachers, students and teachers to work with the relative orality/writing in the classroom, to show them, initially, reflections on the importance of seeking subsidies in linguistic theories as permanent support of their teaching practices, helping to lead the speaker to the domain of language use. And, later, as the identification of the problem to be discussed in the survey, related to theory to practice, which, in addition to helping in the composition of this work and in the preparation of educational materials to address the needs of students, also became a possible model, that the teacher may have on so many other issues that are in the classroom. From the analysis as students unfamiliar with the peculiarities of each of the modes of language, because they employ the strategies in oral written improperly, sought to engineer a teaching material in the form of a notebook based on pedagogical procedure "teaching sequence" – Schneuwly studies & Dolz (2004) –, whose workouts were inspired, including, in the activity of "retextualization" according Marcuschi (2005). These are activities that are intended to help the student learn to consider the context in which is inserted to select the most appropriate textualization strategies, which includes, when formal writing would retextualize, the Elimination of conversational markers, the adequacy of introducing topical, textual appropriate referencing and proper use and variety of connectors – what was the main goal of this research.
Acesso aberto (Open Access)
A revalorização da palavra nas aulas de língua portuguesa: uma proposta de ação perante a violência escolar
(Universidade Federal do Pará, 2015-07-13) OLIVEIRA, Silvana Bandeira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research emerged from the decision to make language a tool to mediate situations through acts of violence lived in a real context of public school, which belongs to the municipality of Belém/PA. So, we create opportunities to treat issues that value students’ knowledge and, on the other hand, weakened strategies in their relationship within school environment. In this way, we taught classes in four different classes of 6th grade during the school year of 2014. Initially, we started working with narratives and parodies about the carnival theme in order to identify difficulties on students’ work, and use strategies that promote the emergence of subjective positions in their speeches. Following, we developed activities about polls related to the students’ knowledge to get information about their world to promote other educational activities. Then we work with cartoons within a topic that explored the school environment, as well as the students’ subjective production in parodies. Subsequently, we work the production of descriptive texts that explored popular games of their neighborhood, including, those most appreciated by students outside the school. These proposals encouraged the creation of spaces in which students produced speeches sometimes more subjective, based on the cooperation of their own knowledge, taking therefore the word and responsability for that during Portuguese classes. The research found the contributions of Soares (1995 ), Rodari (1982), Geraldi (1996, 1997, 1999), Antunes (2003), Riolfi (2008a,b) and Riolfi and Magalhães (2008) support for construction of this teaching project. Studies are directed to make the teaching a support to the teaching-learning process in Portuguese through a revalorization of student’s speech in the classroom. During the action plan the teacher registered and took notes about what happened in classroom in order to reflect on it. In addition, the teacher collected and wrote on the computer the tasks the students involved. To further discussion, four sets of activities were picked out to be analyzed and some considerations were listed. Besides, we created four categories of assessment, namely:1)look for a listening, 2) “ethics” of writing, 3) creation of “ aesthetic effects” with the language, and 4) rewriting incidence. The first two criteria indicated greater interaction between the teacher and the students, and students productions with signs of a search of creativity and singularity of their speeches, through writings that point out an attempt to build their own text. We also identified the difficulty of the students in the last two criteria of assessment, since many students failed to develop the aesthetic language form and exercise the rewriting process of these activities. We also point the existence of some difficulties in the teaching-learning process of Portuguese Language, such as the lack of attendance at the performance the tasks asked and the existence of oscillation on the results of the tasks of the same student. We believe this research allowed us to have a more concrete view of the results achieved by students in the teaching-learning process in the Portuguese Language within the context lived in the environment school in 2014.

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