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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Item 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/1771292039081039Item Acesso aberto (Open Access) A devolução da palavra ao aluno por meio de narrativas literárias(Universidade Federal do Pará, 2016-01-16) GOMES, Patrícia Albuquerque de Campos; FAIRCHILD, Thomas MassaoThis work it's a research made with students from the 6th grade in the primary school of a municipal school about the _devolution of the word_ to the students in the classroom. The research it's made from two steps: The first step was to diagnose the students performance in their reading and writing skills, and also to elaborate one intervention proposition. The second step goal it's to apply activities that could stimulate the production of literary narratives starting from the personal experience and/or familiar of the students. The diagnosis made in the first step showed that part of the students of the 6th grade from the primary school were not embedded in a certain kind of oral culture when they were little (such as telling stories); and consequently, the results showed that it manifests in the poor performance of the students with their writing and reading skills. The main goal of the research it's to give it back the words to the students through activities that will stimulate the experience and the contact with the literary text. Therefore, we shall discuss in this research, the value of the literary text in the classroom and, in theory, we will show some ideas from some authors that defends the presence of these texts in the school: ZILBERMAN (1988), LAJOLO (1988), BELINTANE (2013), among others, which will sustain that the presence of the literary text in the school it's crucial to the student formation and development of the writer/reader, besides preparing the student to read all types of social speeches. In this research, its approach, also, the interaction conception of the informed language in BAKHTIN/VOLOCHINOV (2014). Such as the methodology for the dada collection, we will apply four diagnostics activities. Thereafter, the analysis were made and we reach the conclusion that, to get in the students reality, it will be essencial that each student should bring a package of activities that could provide the opportunity of having a version of the devolution of the word written in Geraldi (2003), to work among the others literary texts.Item Acesso aberto (Open Access) Estratégias de leitura do texto literário em turmas do 7º ano do ensino fundamental(Universidade Federal do Pará, 2015-08-19) ARAÚJO, Iracy de Sousa Pereira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222Considering reading as a key element in the acquisition and construction of knowledge, this study aims to formulate, implement and evaluate activities that improve qualified reading of literary texts, especially the genre short story, in the classrooms of the 7th grade of elementary school. Therefore, we must first reflect on reading and reading strategies; the specific challenges of reading literary text; the genre short story; and to evaluate, through interviews with teachers and students, their perspectives about reading literature. The theoretical framework that supports this study based upon Solé (1998), Souza & Girotto (2011) and the teaching of literature addressed by Cosson (2012: 2014) Dalvi (2013), Moisés (2006) and others. Therefore, with this activity, we raise hypotheses about the effectiveness of the implementation of activity-based literary texts in order to see how we can improve reading with interactive proposal of understanding and production of meaning. In this way, we hope to make a significant contribution to this area of teaching.Item Acesso aberto (Open Access) Hipo e hipersegmentação em textos de alunos do 6.º e 8.º anos: da análise dos problemas de escrita à proposta interventiva(Universidade Federal do Pará, 2016-04-04) SANTOS, Flávia Leite Gomes dos; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834This research aims to describe and analyze the acquisition of facts written specifically those related to the junction and segmentation of words in written texts of students of the 6 and 8 steps of the elementary school and propose an activity book to reduce the writing problems. The study is based on the analysis of texts produced by 40 students, divided into 20 students (10 of the sixth step and 10 of the eigth step) in a public school into as quilombo remaining in Juçatuba community, located in the municipality of São José de Ribamar, in the State of Maranhão. Written productions were selected according to the type of text (narrative and descriptive) and genres (personal letter, memory report, saying words and expressions isolated and image description). The collection of texts corresponded to the quantity of 160 texts. The results showed that the errors made by the students, considering the social factors sex (male / female) and series (6 and 8 steps) and linguistic variables (genres, part of speech and word length) favored the recognition of writing problems regarding junction of words occurrences and hyper because of possible problems about misunderstanding of spelling conventions. It was found that cases of junction of words occur in greater quantity than the hyper, contradicting the idea that at the end of elementary school students have few writing problems. It might also be noted that the joints are more common in specific genres such as saying words and expressions isolated, disfavoring, however, the idea of the incidence of a few "mistakes" spelling before greater monitoring of talking about writing. In this field, it is worth noting the expressiveness of occurrences of this same phenomenon in grammatical class of adverbial phrases, favoring the assumption junctions between words. As for the targets, as often it was the genre personal letter and word class names, considering the extent of words, as was the occurrence of hypersegmentation in trisyllable. Finally, research has shown to be relevant because it highlights the importance of complementarity between scientific and academic expertise and teaching practices in the classroom, justifications that made possible the development of an intervention proposal in school to ease the significant occurrences of the phenomena investigated.Item 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/2565242209879834In 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.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) Produção de textos autorais: uma experiência com alunos do 9º ano(Universidade Federal do Pará, 2020-09-10) RIBEIRO, Suzianne Carvalho Oliveira; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039This research discusses the practice of producing texts under the perspective of authorship, in a class of 9th grade of elementary school in a public school in the state school system, located in Vigia / PA. This research context was chosen because our classroom experience has shown some difficulty for these students in developing texts with authorial characteristics. Therefore, the main objective is to contribute to the development of students' authorship in the production of written texts. The theoretical approach is based mainly on: Bakhtin / Volochinov (2014) with the interactionist conception of language, Geraldi (2012 [1984]), Britto (1999), Koch and Elias (2015) and Pécora (1999) with approaches about writing at school; Foucault (2000) with reflections on authorship in the broadest scope, Possenti (1995, 2002) and Riolfi and Magalhães (2008) with discussions related to authorship issues in school texts. The adopted methodology consisted of carrying out an action research applied in two moments. The first consisted of performing the diagnostic activity to collect the first research data, in which problems were found regarding the production of authorial texts. The second moment was the elaboration and realization of the pedagogical proposal, in which we worked with activities of: reading, writing, linguistic analysis, revision and rewriting. The final results show an evolution in the students' writing regarding the aspects worked in our classes, related to authorship. So that these data reveal a greater bet on the writing work developed in the classroom, through which the students demonstrated a maturation of the discursive practice in the elaboration of their textual productions.