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Dissertações em Letras ( Mestrado Profissional) - PROFLETRAS/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8046

O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA),cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal).

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Acesso aberto (Open Access)
O apagamento do rótico em posição de coda silábica na escrita escolar
(Universidade Federal do Pará, 2021-12-16) NATIVIDADE, Demiany Cristina Cursino; OLIVEIRA, Demerval da Hora; http://lattes.cnpq.br/9406653724224547
This work investigates the deletion of the R in coda position at the end of words in texts from 6th grade students of a public school in the municipality of Ananindeua. In the light of Variationist Sociolinguistics, an analysis of a variationist nature was carried out in texts of the short story genre, produced in the context of the classroom, in order to observe the use (or not), by students, of the R in the end. of words and the interference of speech in the occurrence of this phenomenon. The analysis of linguistic and extralinguistic groups aims to identify the factors that effectively favor the occurrence of the phenomenon under study, in order to serve as information for the development of a didactic-pedagogical intervention proposal with the purpose of helping the teacher and enabling the student to expansion of their communicative competence and linguistic repertoire on the topic in question. The texts were collected in the classroom after reading and discussing a short story that served as the basis for the students' production. A quantitative analysis of data from students' texts was carried out using the variable rule program GoldVarb X, which showed a significant influence of factors such as gender, word length and the type of vowel that precedes the rhotic for the occurrence of the phenomenon. Based on the results obtained and on the reflections on Portuguese Language teaching, an intervention proposal was elaborated with the aim of offering teachers and students an alternative to study the object under analysis that would make the student reflect and operate on language, making more conscious use of the rules for the use of R at the end of words in situations of greater or lesser monitoring, according to communicative intentions and purposes.
Acesso aberto (Open Access)
A consciência socioideológica e a produção valorada do discurso : uma proposta pedagógica para o 9º ano com o gênero discursivo carta aberta
(Universidade Federal do Pará, 2021-06-28) SANTOS, Iris Letiere da Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
The research consists in the elaboration of a Pedagogical Project of Reading and Writing with the open letter discursive genre, aimed at 9th grade students, for the development of socio-ideological awareness and the valuational production of the discourse. In the light of Applied Linguistics and linked to the Research Project The teaching of the Portuguese Language through the sociological and evaluative concept of the language, from Federal University of Pará (UFPA), campus of Castanhal, the investigation is based on the dialogical conception of tongue and language, using its sociological and evaluative approach, and in Interactionism, theoretical bases sustained in the studies of the Bakhtin Circle (VOLÓCHINOV, 2017 [1929]; BAKHTIN, 2011 [1979], among others. In seeking to answer how it is possible to systematize activities that contribute to the student's evidence of socio-ideological awareness and valued valuational discourse production in his textual productions of the open letter discursive genre, the investigation raises the hypothesis that the Reading and Writing Project, elaborated from the sociological and evaluative approach of language, helps 9th grade students to show, in the textual production of the open letter discourse genre, social and ideological aspects, and to present marks of evaluative speech. The research is characterized as qualitative-interpretative, of a propositional character and applied nature, and its general objective is to propose a Pedagogical Project for Reading and Writing for the 9th grade, with the discourse genre open letter, in order to contribute to the constitution socio-ideological awareness and the valuational production of students' discourse. As specific objectives, it is proposed: a) to understand how the social and ideological aspects can be contemplated within the Reading and Writing Project; b) verify how the valuation issue needs to be addressed in the Reading and Writing Project, in order to contribute to the textual production of the open letter, with the goal of persuading the interlocutor and achieving the discursive purpose of the open letter. In order to seek to answer the question of this research, a diagnostic activity was carried out with the discursive genre open letter to verify the students' knowledge about the genre, and, mainly, if there were signs of socio-ideological awareness and valuational discourse production in their productions. The diagnostic analysis showed some signs of axiological positioning in writing, little knowledge of students about the genre and problems related to the articulation of the text and the formal language in its written modality. In view of these results, using the methodology of Lopes-Rossi (2008) as a reference, a Reading and Writing Project was proposed with the open letter discursive genre, aimed at the 9th grade, with the objective of contributing to the constitution of socio-ideological awareness and valuational production of students' discourse. Therefore, reading activities were developed aimed at reflecting on the social, historical and ideological relations of the text production context explored in the project, as well as questions about thematic content, understanding and interpretation, style and compositional construction. The projetct generated an educational product, in e-book format, to be made available on the educapes.capes.gov.br platform, as support material for Portuguese Language teachers.
Acesso aberto (Open Access)
Construção de glossário como mediação da escrita de alunos do campo
(Universidade Federal do Pará, 2019-08-29) BORGES, Helena do Socorro Damasceno Palheta; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This work aims to treat about the reading and writing issues of the students of Escola do Campo. As main objective this research intent to describe the central problems about the write and the reading of this students and also set up an didactic pedagogical proposal to guidance this reality. As it is known, the reading and writing activities involves some socio cognitive complex process and claims some abilities domains (equally complex) which achieve and develop through linguistic practice what increase the conceptualization and verbalization of the world. Those linguistic practices involve, for example, the observation and reflection about the things in the world, the textual production (oral and write), the rewriting and the discursive re-elaboration, the synthetization and development of themed topics, also the metalinguistic reflection. Therefore, this work presents an intervention proposal based on Pesquisa-ação (cf.THIOLLENT, 2008) and on Educational Sociolinguistic (cf. BORTONI-RICARDO, 2004, 2008, 2014), which uses as strategy the elaboration of a glossary specialized in agricultural activities terms in the Escola do Campo. This research and intervention were developed along with the sixth and seventh year students of the Brazilian school system organization, in the Escola Municipal Agrícola de Barcarena-PA, and has the following methodological steps: (i) Diagnostic observation; (ii) Identification and analysis of the writing issues; (iii) The results presentation; (iv) Production process of the texts based on the entry genre; (v) Elaboration of the catalog forms; (vi) Gathering and data selection; and (vii) Organization of an illustrated glossary containing 301 terms of the agricultural activities of the Escola, which one was the purpose of this intervention and which will work as didactic material in this same school.
Acesso aberto (Open Access)
Da tradição oral ao texto escrito: trabalho com a escrita em sala de aula
(Universidade Federal do Pará, 2023-09-28) GONÇALVES, Roseli Ferreira da Costa; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this study, we discuss an experience of writing appropriation in Portuguese Language classes by students from a 5th-grade class at Rotary Municipal School, located in the city of Belém, in the Condor neighborhood. The research was based on multiple writing and rewriting activities centered around the study of legends. Our overall objective was to describe the marks of an individual who engages with and works with language through the appropriation of “legends” via writing. To achieve this, we proposed the following specific objectives: a) establish a comprehensive diagnostic assessment of the students' writing skills at the initial stages; b) identify indicators that reveal the subject's effort to appropriate linguistic knowledge at different levels within school writing instruction activities; c) identify signs of "creative" appropriation of legends by students through their written productions; d) discuss the possibilities for developing a language education centered on the subject's engagement with and utilization of language within the context of current teaching and research practices. The theoretical framework was guided by authors adopting the interactionist perspective, including Volóchinov ([1979] 2018) and the Bakhtin Circle, Geraldi (2011, 2013, 2015, and 2019), Franchi (1995), Gancho (2006), and Possenti (2002 and 2009). Our research methodology involved Action Research, as presented in its fundamental principles by Thiollent and Colette (2014) - contract, participation, changes, discourse, and action. Our focus was on a descriptive-qualitative research with a diagnostic nature, in which we conducted observation, investigation, and reflection on the outcomes of our own teaching practice. In the classroom, we conducted multiple activities centered around the axes of writing and textual rewriting, following Geraldi's (2011) concept of writing as work. Through our experience, we demonstrated that the process of student text writing appropriation occurs through interaction, practice, and reflection. The subject's writing consists of voices that resonate in word choices, expressions, and ways of perceiving the world, revealing the establishment of writing processes that allow students to become authors.
Acesso aberto (Open Access)
A dinâmica discursiva no jornal escolar: a negociação de vozes em práticas de uso real da língua
(Universidade Federal do Pará, 2018-11-09) GOMES, Sacha Emmanuelle de Sousa; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This research examined 11 journalistic texts written by students in the ninth grade of a State school after we noticed that the criticism that the students were against the school had no room in writing in class. As a way to meet these say no ears, we saw the need to investigate how students, to write for the school newspaper thought the school experiences and as incorporated the word of another, such as the respondents, in their texts. We in the following research question: how student to plan and organize the ideas, research and interviews, textual constructions that include your voice and the voice of the other in the text of the school paper? We had as general objective to create through a school newspaper space for the student to use the word in actual language use practices. We seek specific objectives: i) "Return the word" students as in the expression of Geraldi, for whom the text must be built based in a real script in which the reader of the text is not just the teacher, ii) Discuss how students construct views on the situations experienced in the school space and iii) teach voices management strategies based on the intention to be achieved , iv) analyze the linguistic mechanisms used for the introduction of the word on the other and negotiation of voices that have emerged from the teaching of management of voices present in the text by means of a motion for intervention. This is a research-action which comprises a social vision of the school and another that is the perspective of discursive language. For the construction of the first take as a basis the theorists Soares (2017), Geraldi (1993) and Apple (1995). For the second, we in theoretical us Pêcheux (2014), Maingueneau (2014) and Authier-Révuz (2004). The methodology of our intervention included the creation of a school newspaper called "Tipití", the introduction of writing texts for this newspaper, as reading and continuous rewriting, sometimes in voluntary character. In the classroom, we carry out activities aimed at teaching the ways for the inclusion of the other words in the speech left the reading of a text, giving an account of the actual interference arising from it. The results showed that the text written for the school newspaper sparked several controversies in the school and the understanding of the voice of the other in text teaching and learning has contributed to a more reflective writing with regard to the intention of the text written in elementary school.
Acesso aberto (Open Access)
Educação literária: desvendando o texto literário no 7º ano do Ensino Fundamental a partir da formação de círculo de leitura em comunidade de leitores
(Universidade Federal do Pará, 2018-03-28) SOUSA, Andrea Farias; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The present work aims to discuss the formation of readers through the literary experience in Circles of Reading with students of the 7th year of a municipal public school in São Luís do Maranhão, through a proposal of pedagogical intervention. The objective is to identify how this practice allows the formation of literary readers inserted in a reading community in which the choice, reading, discussion and analysis of the literary text are developed under the mediation of the teacher through the socialization of impressions, perceptions, connections with other texts and with life. Based on reading comprehension as a cultural practice to be internalized and historicized (BOURDIEU, 1996; CHARTIER, 1998), the theoretical reference is based on the social perspective of reading with a focus on the Community of Readers developed by Stanley Fish (1995) , Roger Chartier (1999), Maria de Lourdes Dionísio (2000), and reading circles proposed by Eliana Yunes (1999, 2009), Harley Daniels (2004), Rildo Cosson (2014) and Luzia de Maria (2016). There are also evidences and methodological procedures of literary reading proposed by Umberto Eco (2001), Antônio Candido (2004), Marisa Lajolo (1993, 2004), Regina Zilberman (1988, 1989, 2008), Luiz Percival Brito Renata Junqueira de Souza and Cyntia Girotto (2011) This is an observational-participant research of a qualitative, descriptive and interventionist nature. The data collection was extracted from the analysis of reading practices in the Reading Circle, in addition to questionnaires applied as preliminary and exploratory evaluation. Results of the analyzes allow us to conclude that, despite the discourses that reinforce the rejection of adolescents by literature, literary texts are provoking a pleasant reading experience when shared with reading communities. It is recorded that literary reading in a circle leads readers to think collectively of the meanings of texts from their own life experiences, so that literature leaves the strictly fantastic sphere to discuss real-life facts: violence, friendship, fidelity , greed, so discussed in Edgar Alan Poe's The Murders on Morgue Street. At the end of the research it is possible to perceive a change of view of the students and of affinities in relation to the conception of Reading and Literature. Therefore, it can be said that a free literary reading experience, shared collectively in Reading Circles and based on a literary education project, is capable of provoking an attitude of politicization and sensitization necessary for the construction of collective transformation actions.
Acesso aberto (Open Access)
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)
Experiências lexicológicas em sala de aula: construindo glossários com alunos do ensino fundamental
(Universidade Federal do Pará, 2018-02-21) SILVA, João Batista Poça da; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
The lexical sciences are branches of Linguistics whose contributions are explored shortly on learners’ activities at Elementary School. Based on this assumption, we ensure that the acts of conceptualizing and defining, embodied through the discursive genre, are able to increase the students’ communicative capacity and contribute to the improvement of reading and writing. These acts, however, find a short field at the classroom, whereas the dictionary, the encyclopedia and the glossary, when used, have their interdisciplinary reach almost non-existent, because the user is usually considered a mere consultant. That is, as one who only consults publications oriented to the entry, while the ability to conceptualize (cut reality culturally and linguistically) is not appreciated. Thus, we can ask how the study of lexical aspects of language can contribute to the student’s better organization and control of the concepts studied in different curricular disciplines. This leads us to the general purpose of this work, which is to formulate, propose, apply and evaluate practices related to working with the common and specialized lexicon at the classroom, in an interdisciplinary perspective. Other purposes derive from this main one, among them: describe and analyze how textbooks of some disciplines approach the entry; mediate students’ familiarity with the different lexicographic genres; enable students to develop entries and glossaries; elaborate a didactic material proposal guided by the elaboration of entry as a resource for the reflective practice of conceptualization. The main hypotheses tested by the research postulate that the acts of conceptualizing, defining and recording in writing help student to organize ideas and improve his/her performance in different disciplines. Moreover, the relevance given to the lexical aspect of the language is minimal or non-existent in the educational and material spaces; the different lexicographic genres are underutilized as a source of deepening of contents; the lexicon is a large resource of interdisciplinary approach; the entry is a discursive genre appropriate to mediate activities on the lexicon, grammar and textual-discursive aspects; and concept and definition, properly differentiated, contribute to the student better establishment of study strategies. The theoretical contribution of this research is based on the studies of Biderman (2001), on the sciences of the lexicon; Barbosa (2001) and Finnato (2002) on conceptualization and definition; Pontes (2009), Carvalho and Bagno (2011) and Ilari (2015), on Lexicography and its theoretical, practical, pedagogic and educational subfields; Antunes (2012), on lexicon and discourse in the context of teaching-learning; Barros (2004) and Lima (2010), on Terminology and Terminography; and Dionisio (2010), on the discursive genre entry. In the methodological course, we chose the participant’s research to intermediate the observation of the task about the lexicon in a class of sixth grade at Elementary School, in four disciplines, namely, History, Sciences, Mathematics and Portuguese Language. Two sources generated data that underwent qualitative analysis: textbooks used in classes of those respective disciplines and semi structured questionnaires applied to the teachers and students of the chosen class. From the analyses, reflections and collations carried out, we elaborated and applied a proposal of intervention, and accomplishing activities of conceptualization and, consequently, the students produced glossaries. The study and application of this proposal led us to realize that activities with concepts and definitions mediated by the genre entry are an important resource for the organization and expression of knowledge and its positive results achieve several curricular subjects. We could also verify that the range of creative possibilities provides a pleasant and productive approach of the lexicon at the classroom. The result of this work is a book of didactic-pedagogical activities made available to schools.
Acesso aberto (Open Access)
Filigranas da memória: a construção de narrativas de histórias de vida na EJA
(Universidade Federal do Pará, 2018-02-23) MONTEIRO, Tânia Carla da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The present research was carried out in two classes of the EJA of a school of the state network located in the periphery of Belém and deals with the production of narratives of memories by the students. The theoretical approach is based on the bundling between memory and consciousness, according to the foundation provided by Bakhtin / Voloshinov (2014) and Ecléa Bosi (1994). In the work of Bakhtin / Voloshinov (2014), we seek the concepts of sign and consciousness, and Bosi's, the concept of memory. We try to show that these notions are articulated to the extent that, when the memory is rebuilt, we proceed to the construction of discourses that reflect and refract the reality of the society in which the subject is inserted. The guiding question is: How to teach writing through EJA student memories? The general objective is to contribute to the improvement of the writing of these students, in order to overcome the resistance to this type of text production, leading them to improve their skills in relation to the use of the Portuguese language. As specific objectives, we intend to: a) diagnose the difficulties in the production of texts; b) overcome the students' resistance to the narration of the facts of their life in the construction of their memories; c) develop rewriting skills to improve their texts regarding narrative structure and content, and d) discuss the paradoxical situation in which these students meet while being included and excluded in society. The adopted methodology consisted in the accomplishment of an action research applied in two moments. In the first, the pilot research, we work with: writing, individualized guidance, audio recording of memories and rewriting. The results of the pilot research served to perfect the final research. In the second, the final research, we work with: writing, study of the narrative structure, literary reading, audio recording, textual-interactive correction and rewriting. As a final result, we find that it is possible to teach writing through narratives of life stories, since, in narrating, while reconstituting the filigrees of his memory, the student improves his / her language skills and reflects upon himself and on the other, reviewing the ideologies that form their consciousness and their space in society.
Acesso aberto (Open Access)
Gamificação e o gênero crônica: práticas decoloniais a partir da tríade oralidade, leitura e escrita
(Universidade Federal do Pará, 2024-03-25) CARDOSO, Jeocele Marília Vaz da Silva; SANTOS, Isabel Cristina França dos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
Society is entangled in a flow of information and discoveries, and the school follows this world with minimal steps, where the skills associated with innovation and the use of technologies are frequent. The challenge of arousing students' interest in the classroom has been constant, and teachers have sought to reframe their practice to promote a teaching and learning process that provides opportunities for protagonism, autonomy, creativity, engagement, playfulness, and criticality. This study aims to find out how the use of digital technologies and game mechanics can contribute to students' learning in oral, reading, and writing practices, providing opportunities for protagonism and creativity in the use of language in their social practices. Considering the daily practices of language teaching in school spaces, we seek strategies that encompass the use of immersive technologies with discursive genres, understanding the theoretical-practical relationships and their social and communicative functions in convergence with dialogical and decolonial concepts. The chronicle genre forms the basis for the development of the activities proposed in this work, considering the social dimension, based on the categories of analysis: thematic content, style, and compositional construction, with the aim of mobilizing knowledge beyond the classroom in convergence with themes from the students' daily lives. The analysis of the data, based on the conditions of production, sought to understand the aforementioned categories to identify difficulties and potential in the writing of the text, and presented the following situations: a) Regarding aspects related to the constituent elements of the statement, of the twenty-three participating students, two followed the theme described in the production command, while the others addressed semantic and discursive dimensions beyond what was requested; b) Regarding the context of compositional construction, the students made different choices in the construction of the discourse; c) Regarding style, all the students considered the aforementioned element. In applying the intervention proposal, considering the research objectives, we found that gamified activities contribute to the development of 9th-grade students in speaking, reading, and writing practices, as well as promoting engagement, motivation, and collaboration among them. Regarding the decolonial aspects, we observed that themes related to the social context of the students help them to assume reflective and critical attitudes and positions towards the problems of the community in which they live.
Acesso aberto (Open Access)
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)
Leitura do conto na escola: uma proposta metodológica para o oitavo ano do ensino fundamental
(Universidade Federal do Pará, 2016-04-04) COIMBRA, Jorge Fernando do Nascimento; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The Master's dissertation The reading of the literary text: teacher and student on stage aims to promote the reading of literary texts through the basic sequence of literacy consists of motivation, introduction, reading and interpretation whose teaching unit will be the narrative text (tale) of Brazilian authors. The activities will be developed in classes 8th grade level in a school institution of the municipal Maracanã PA-city network The research was conducted within the action research perspective of interpretative character and interventional empirical base (THIOLLENT, 1996) whose relationship between researcher and researched give up the realization of the research environment, aimed at solving a problem cooperatively. Interest in the research object took from consultation to textbooks, informal conversations with the Portuguese language teachers and access to class daily. The works of (COSSON, 2006, 2010), (CEIA, 2002), (COLOMER, 2007) served as theoretical framework. It's common these days to see the Portuguese language classes of elementary school the effective work with the literary text. Literature, gradually loses ground in the school context by the lack of contact very early the student with the literary. The teacher as facilitator of reading, and the student as someone who seeks to reading sense based on their world of knowledge over the guidance of teachers, negotiate the meaning of the text. This dialogic relationship permeated by the text put before him teacher and student and their cultural realities as text direction of trading instrument, with the teacher as supervisor of this relationship. Literature is a source of knowledge because it can contemplate several historic times, several matters that, in many situations, does not keep link with what is society today. It is the knowledge placed in a special way in order to be placed what to say.
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/0226549641470972
Acesso aberto (Open Access)
Leituras de lá e de cá: a formação de leitores a partir do diálogo entre a “literatura de massa” e a literatura canônica
(Universidade Federal do Pará, 2019-07-01) SANTOS FILHO, Wlademir Ferreira dos; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
The present research presents a reflection on the practice of reading the literary text in elementary school, as well as seeks to verify the effectiveness of a didactic intervention proposal that could succeed in the scope of forming students literally literate from the dialogue between mass literature and canonical literature. We tried to demystify the current discourses that the "teenager does not read, does not like to read, or reads a little." For that purpose, the reading project "Readings from there and from here" was implemented in the ninth grade class of the Luiz Nunes State School in Ananindeua-PA. The hypothesis was that if the school left interests and actual reading experience of students, not only would it be possible to develop more meaningful literacy reading practices in the class, but the student engagement and involvement would be more effective. Using the methods of literary text teaching centered on the proposals of literary circles, Cosson (2016) and receptive reading, by Bordini & Aguiar (1988), the proposal proposed the reading of the novels Uma canção para a Libélula, by Juliana Daglio , and the short story Garota a caminho, by Raduan Nassar. Conducted from April to December 2018, the project presented results that responded positively to the expected scenarios. Participating students demonstrated interest and involvement during the completion of all activities of the intervention proposal, and their reading skills developed or improved.
Acesso aberto (Open Access)
Literatura no Ensino Fundamental: uma proposta para leitura e produção de contos
(Universidade Federal do Pará, 2018-04-18) SANTOS, Zélia Mônica Lima dos; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/864017834350722
Acesso aberto (Open Access)
Nem lhe conto, compadre: uma proposta de leitura do conto o Carro dos milagres de Benedito Monteiro
(Universidade Federal do Pará, 2018-03-01) CASTRO, Anderson Magno Pires; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
This work is about the foundation, elaboration and execution of a proposal of pedagogical intervention that had as core the reading and discussion of the tale The car of the Miracles, of Benedicto Monteiro, in classroom, in a public school of the city of Acará-PA, where I teach in Portuguese. The proposal was conceived from the onsite verification of the distance between the students of the school and the Amazon literature and the perception of the necessity of practical and significant alternatives for the work with literature in the classroom. These problems were perceived year after year in the teaching of this school, and were confirmed by the application of a diagnostic questionnaire prior to the elaboration of the proposal. From this, the main objective of the work was to: to bring the Amazonian student closer to the literature in general and to the Amazon in particular, by means of an effective reading activity of the cited story, privileging the literary experience and the collective interpretation of the text. The subjects of the research were students of the 9th grade of Elementary School of the mentioned school. The option for the monteiro text was motivated by its literary attributes and by the remarkable presence of the cosmovision and the Amazonian culture, elaborated aesthetically by the author, dissociating from the mere caricature of the Amazonian universe. The research follows the basic principles of critical action research, as proposed by Ghedin and Franco (2008). The main scholars who base this work are: João Alexandre Barbosa (1994, 1996), Marcia Abreu (2006), Rildo Cosson (2010, 2014, 2015, 2016), Magda Soares (2011), Marisa Lajolo (2004), Maria Helena Martins (1994), Tzvetan Todorov (2008), Nádia Gotlib (2006) and Fátima Nascimento (2004). The proposal of pedagogical intervention is based on the basic sequence of literary literacy, according to Cosson (2014), and is composed of three stages: previous activities; reading and interpretation of the Monteiro story; and subsequent practical activities carried out from the reading of the text. The analysis of the application of the proposal shows that, despite the difficulties and unforeseen that affected the results of the activities, the proposal balance was quite positive, since the students expressed an empathic identification with the themes, the plot, the world view and the language of the text, and realized the aesthetic elaboration of the Amazonian reality in Monteiro's tale. The mentioned proposal is shown as a viable alternative for the necessary insertion of the amazonian literature in our Amazonian classrooms.
Acesso aberto (Open Access)
Novas tecnologias e livro didáticos da EJA: uma abordagem pedagógica por meio do gênero propaganda
(Universidade Federal do Pará, 2018-03-26) PEDROSO, Luis Marcelo de Araújo; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/6329405040653270
This work sought to propose a pedagogical approach, using the advertising genre, considering the use of NICTs and a relationship with the EJA Didactic Book (3rd stage), of a public school in the outskirts of Belém. relationship occurred in the learning of the reading and writing competence in the teaching-learning process of the students. Thus, it was important to describe the EJA, the textbook, NTICs, proposal for action and observation in the proposed activities. For the study of the mother tongue, use the language of gender, analyze its structure, verbal / nonverbal language and as predominant language functions. It was argued that the appropriation of technological shoes would broaden the knowledges and orientation of students of the moment for the practical purpose. A literature used as authors such as, Souza (1998), Bakhtin (2003), Menegassi (2005) and Koch (2015). The work also revealed that, although it was used, NICTs in conjunction with LDs for Portuguese language teaching still exist in the challenges for the most effective development of this type of referral. This is justified because there are teachers who are not well prepared and interested in working with the new technologies. In addition, many schools do not offer a suitable structure for this type of work in the function of low investment in the area. On the other hand, students are very receptive to NICTs. They escape, learn and adhere to their learning, especially in the activities that enhance the relationship with their possibilities of articulation with the labor market (formal and informal) and subsistence.
Acesso aberto (Open Access)
O papel do Circuito Mínimo de Atividades no desenvolvimento da compreensão leitora de textos do gênero conto de terror: uma experiência em uma turma do 8º ano da Escola de Aplicação da UFPA
(Universidade Federal do Pará, 2024-10-10) MEDEIROS, Simone Cristina Duarte; OLIVEIRA, Márcia Andréa Almeida de; http://lattes.cnpq.br/5128172948571987
Reading is essential not only for academic life but also for citizenship beyond it. A student's ability to read both textual and contextual cues critically impacts their participation in society and their exercise of full citizenship. Therefore, it is essential to provide students with activities that contribute to the development of their reading comprehension. With this in mind, this research seeks to answer the following research question: How does working with reading mediated by the Minimum Activity Circuit (MAC) enable the development of reading comprehension of horror story texts by 8th-grade students from a UFPA Application School? To address this, our general objective is to analyze the effects of the MAC on the learning of reading horror stories. Considering this question, we conducted research characterized as action research, qualitative-interpretive, quantitative, and applied in nature, situated in the field of language didactics. We took as theoretical references the conception of textual genres by Dolz and Schneuwly (2004), the Minimum Activity Circuit (MAC) by Cordeiro and Liaudet (2021) and Cordeiro (2013), reading by Solé (1998) and Freire (2003), reading comprehension by Kleiman (2002, 2004) and Koch and Elias (2014), as well as Gotlib (2006) on the theory of the short story. We conducted a comparative study between the three classes that participated in the investigation. In one of them, we implemented an intervention proposal based on the MAC and conducted four reading tests, which were subsequently analyzed. In the other two, we only apply the four tests. The results of this research indicate that the class in which the MAC was implemented achieved more consistent performance in reading comprehension tests throughout the research, being the only one among the three to show continuous progress, which can be understood as signs of learning and of the development of students' reading skills.
Acesso aberto (Open Access)
O Ponto e a vírgula nas produções escritas e na orientação da leitura de alunos do Fundamental Maior
(Universidade Federal do Pará, 2019-08-19) AZEVEDO, Josiane Dias de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This research examines, with the support of oral and written activities, the main problems on comprehension and usage of comma and full stop punctuation marks with students from Grade 7 of a public school in the city of Abaetetuba - Pará. For this purpose, it was analysed the relevance of sociolinguistics factors in these activities. Having examined the students‟s text problems, it was created an educational intervention proposal at pedagogical level to support professionals with punctuation marks teaching, as well as to motivate students to reflect on it. Theoretical framework comprises: Kail (2013) and the language acquisition; Fayol (2014) and the writing acquisition process; Marcuschi (2008), whose approach lies on oral expression and its relation with literacy and social practices; and Antunes (2003), who refers to the importance of studying punctuation marks by reflecting about it and bounding it to spoken language. In order to accomplish this research work, which methodology is descriptive and qualitative, it was analysed fable, experience reports, and opinion essays, together with a cognitive test and an oral activity, both according to Educational Sociolinguistics principles. Through the analysis and the current literature on this issue, it was possible to notice that in the genre fable the students did not have difficulties in the usage of speech marks (colon and quotation marks). However, comma and full stop were not employed or misapplied. It happened throughout all worked genres, showing a peak in the experience reports, but having such a lower incidence in the opinion essays. It was possible to observe that boys presented more problems with not only the comma and the full stop use than the girls did, but also to understand how these changes might interfere in the texts. These difficulties are considered to be due to punctuation has been still taught in a prescriptive and out of context approach, that is to say, not connected to reading and writing activities. Therefore, this work provides insights on learning punctuation marks with the text as a teaching unit, likewise developing oral and written activities through different contexts, enabling students to realize how important punctuation is for the meaning construction, and how it remains textual coherence. Hence, it is such an essential tool for the production and comprehension of texts.
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.