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 - 6 de 6

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O ensino da gramática por entrada de sentido: caracterização de seres/eventos em português
(Universidade Federal do Pará, 2020-12-11) CAVALCANTE, Márcia do Socorro Botelho; ABDON, Iaci de Nazaré Silva; lattes.cnpq.br/2212976917586395
This work is part of the Languages and Literacy area of the Professional Master of Arts (PROLETRAS) at the Federal University of Pará, and has as its theme a theoretical-practical study on the characterization of beings and events in Portuguese through the entry of meaning. It is problematized that the majority of students in the school research context shows insecurity in how to identify characteristics of beings and events expressed in a text, considering that, in addition to adjectives, other linguistic forms are related to the category of meaning in question. In this job. Based on the phenomenon raised, in the light of the theoretical-analytical assumptions of Semiolinguistics, based on studies by Travaglia (2011) and Charaudeau (2015), in addition to contributions by scholars such as Bakhtin (1992 [1929], Geraldi (2003 [1997] , 2012 [1984]), Zanini (1999), Neves (2018), North & Santaella (2017), has as its general objective to develop a Educational Product on the teaching of grammar by input of meaning, from the methodological focus of Lopes-Rossi (2002; 2008), and contributions by Menegassi (2010; 2018) and Ohuschi (2018; 2019) and Ritter (2010), to be developed in classes of the 9th grade of elementary school. ) to investigate the prior knowledge of the research subject students regarding the characterization process; (ii) to examine the contribution of grammars about the characterization study (adjective), which may serve as a parameter for the present work; (iii) relate the theoretical conception constructed by the Grammar of Senses with school practice in the teaching of grammar in Portuguese. As a methodological option, a participatory research was carried out, of a predominantly descriptive-qualitative nature in the treatment of the data collected, by which it was sought to have evidence of the knowledge of the research subjects regarding the characterization process and the forms available in the Portuguese language. The instruments used for diagnostic research consisted of observation techniques and records for the constitution of a corpus from which it was confirmed that, although the students demonstrate competence to characterize, they do not have sufficient mastery that there is a diversity of ways of language to express categories of meaning, which justifies investing in the teaching of grammar with input by the senses. With the results in hand, the Educational Product Text, Grammar and Sense Production was formulated, whose proposed activities are distributed by didactic modules - reading, linguistic analysis, textual production and public disclosure - and whose final product is , the written production of a collection of personal reports, preferably, to be done by students of the 9th grade.
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
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Idas e vindas da escrita: construção coletiva de procedimentos de avaliação da produção textual para os anos finais do Ensino Fundamental
(Universidade Federal do Pará, 2020-06-18) CARDOSO, Natália Moraes; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this paper, we discuss an experience of teaching writing based on the collective organization of work by teachers in the Portuguese Language area at the Municipal School of Elementary Education Raimunda da Silva Barros, located on the outskirts of the city of Cametá, northeast of Pará. The research began with the evaluation and re (construction) of a writing project previously existing in the school, thought from the analysis of the results of the project and the texts produced by the students. We proposed, in the 2019 academic year, some changes and / or modifications to the project based on our general objective, which consisted of developing a proposal for teaching writing for the final years of elementary school that would allow the Portuguese language faculty of the institution to produce its own assessment of student performance, with a view to developing a training project for student readers and writers. To achieve this, we proposed the following specific objectives: a) to create spaces for collective work at school, involving the Portuguese language teaching staff of the final years of elementary school, by proposing a working group on writing; b) collectively evaluate the results of the project “The essay in exam” for the year 2018; c) make the Portuguese language school and classroom a space for daily exercise of writing by proposing and implementing a writing project collectively built by Portuguese language teachers; d) create forms of evaluation and monitoring of students' writing development that can be shared by the school, in order to favor the continuity of the work. The theoretical approach that helped us to think about these actions was based on two “fronts”. In the first, generally related to the area of education, we use the studies of Michael Apple (1989; 1995); Jorge Larrosa (2002) and Maurice Tardif and Claude Lessard, (2005), who discuss the relationship between teaching practices and the knowledge that sustain teaching work. In the second, in terms of language, we have the contributions of Mikhail Bakhtin and Valentín Volochinov (1997), Eglê Franchi (1986), Lucy Mccormick Calkins (1989), Magda Soares (1992), Cláudia Riolfi et al. (2008), Sírio Possenti (2009), and, especially, with the works of João Wanderley Geraldi (1984; 1997; 2015), which offered us the opportunity to think about teaching and learning Portuguese in an interactionist perspective, considering school practices themselves as a social space for exchanges, resistances and transformations. The methodology of our work consisted of a critical action research, in the terms of Ghedin and Franco (2008), whose nature is composed of a descriptive-qualitative research of diagnostic character, through which we carry out a work of observation, investigation and reflection of the product of our own teaching practice. In the classroom, we carry out various activities based on the three pillars of mother tongue teaching which, according to Geraldi (1984), are: reading, textual production and linguistic analysis. In general, these activities aimed to lead students to produce narrative-descriptive and expository-argumentative texts. The results point in two directions: the first refers to the possibility of implementing spaces for discussion in the school in which the collectivization of work points out ways to solve problems faced in the classroom. With regard to students, we have shown with our experience on the classroom floor that it is possible in mother tongue classes to provide the construction of writing processes that allow students to establish themselves as authors.
Acesso aberto (Open Access)
A prática da intertextualidade na formação de leitores e produtores de texto proficientes
(Universidade Federal do Pará, 2020-07-28) LIMA, Josué Pereira de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.
Acesso aberto (Open Access)
Propagandas de violência simbólico-regional contra a mulher: discurso e identidade na escola
(Universidade Federal do Pará, 2019-04) NERY, Tatiara Ferranti; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The present study discusses the speeches produced by students of the Elementary School of Tia Erica Strasser, in Moju - PA, from the writing and reading activities of official publicity campaigns on physical to symbolic-regional violence against women, the example of scalping, common in the Amazon Pará. Therefore, in establishing the relationship between propaganda, violence, identity, gender, discourse and teaching, the main objective of the research is to broaden the student's critical view of the subject and to encourage student protagonism with regard to changes in social relations of a kind. violent and discriminatory. Based on the assumptions of the French Discourse Analysis, more specifically on the conceptions of Foucault (2008) and Pêcheux (2002), and on the theoretical precepts about identity, disseminated by Hall (2002) and Bauman (2005), we intend, more specifically: 1) to reflect on how the student subject is positioned before the feminine theme and the symbolic-regional and gender violence; 2) analyze how students construct meanings and inscribe their social and cultural identities about gender issues from the readings of official advertising campaigns on combating violence against women; and 3) understand the readings of students about the discourse of commercials, to reflect if there is identification, acceptance, reaffirmation, deconstruction or even inscription of their identities in these discourses. According to Foucault (1969), discourse is a set of utterances that belong to the same discursive formation. Thus, analyzing discursive formation consists in verifying the meaning relations of what is said with other words, as well as the discursive delimitations that circumscribe them. In this sense, this research is important to more effectively subsidize students in the process of understanding and producing advertising campaigns, building critical view in students about reality and to fight against violence towards women. Lastly, from the ongoing analysis of the intervention proposal developed at basic education, it was found that many speeches that emphasized women as inferior subjects to men and as violated female characters, made to serve the other and without freedom to take decisions can be deconstructed. Thus, it was also noted that the activities with advertisements aroused in students a more critical and reflective look in relation to their actions and those of others, becoming mainly active agents in the deconstruction of inequalities and discrimination that marginalize and oppress the female gender. and which are historically reproduced against women.
Acesso aberto (Open Access)
Zeus ou a menina e os óculos, de Maria Lúcia Medeiros: contribuições para o letramento literário no Ensino Fundamental
(Universidade Federal do Pará, 2020-04-29) SILVA, Adenilza Nunes Soares da; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
This work has as theme: “Zeus ou a menina e os óculos, of Maria Lúcia Medeiros: contributions to Literary Literacy in junior high school”. The work´s aim is to develop literatures Reading in the school environment. There are results of analysis with reflections about literary reading teaching. These analysis was proposal through classroom activities to students in the 7st grade of junior high school of Externato Santo Antônio Maria Zaccaria School in the São Miguel do Guamá city, state of Pará. For this purpose, the short stories book “Zeus ou a menina e os óculos” was chosen by means of methodology elaborated four modules (motivation, introduction, reading and interpretation). This methodology be based on the work of Cosson (2009), it was possible ensured the active participation of students in discussions related readings of four short stories of the chosen work. During the mediation process in classroom, we obtained as results: oral comments and written productions made by the students who identified themselves with narrated content therefore they reach interpretation. The theoretical discourses linked this proposal PROFLETRAS involve the formation Literary Literacy and literary reading of teacher and student. This formation will serve as reflections about teaching practice. Therefore, the argument presents AZEVEDO (1986), ZILBERMAN (1991), LAJOLO (1996), CANDIDO (2011) and COSSON (2014) studies, among other. This studies contribute to activities with literary texts reading that assist the teacher in training of readers.

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