Dissertações em Letras (Mestrado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2311

O Mestrado Acadêmico iniciou-se em 1987 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

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O aconselhamento linguageiro na autonomização de aprendentes surdos no processo apropriação da Língua Portuguesa sob a ótica da complexidade
(Universidade Federal do Pará, 2017-08-15) CRUZ, Eder Barbosa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Language advising (LA) is a modality of accompanying language learners, which aims at leading them to a reflection on their own learning in order to make them more autonomous. Mynard (2012) presents a model for LA based on three interconnected axes: dialogue, tools and context. Magno e Silva, Sá e Matos and Rabelo (2015) sought in the theoretical contribution of the Complexity Paradigm the subsidies to show that LA in the model of Mynard (2012) benefits from an approach with the Complex Adaptive Systems Theory (MORIN, 2010, LARSEN-FREEMAN and CAMERON 2008). This dissertation follows the framework of the expansion of this model of LA to meet deaf learners of Portuguese language and who communicate through a language modulated in the visual-spatial context. Thus, our purpose is to investigate LA as an autonomy nurturing of deaf students in the Portuguese acquisition process. To this end, we carried out this case study with seventh year deaf learners of a public school in Belém, Pará. For the data collection, advising sessions with deaf Portuguese learners were filmed. The results showed that the Dialogue, Tools and Context Model for LA (MYNARD, 2012), in its understanding as a complex adaptive system (MAGNO E SILVA; SÁ AND MATOS; RABELO, 2015), if rethought, considering the specificities of Deaf learners and their sign language, can favor the practice of advising with these learners, foster their autonomy and improve their learning of Portuguese.
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Aprendentes idosas e produção textual escrita: uma sequência didática em contexto de educação emancipatória
(Universidade Federal do Pará, 2012-06-20) SOUSA, Betânia Rocha de; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
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Aprendizagem de Língua Inglesa mediada por sítios: uma atividade promovida em um centro de autoacesso
(Universidade Federal do Pará, 2019-01-30) BORGES, Kleiton de Sousa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The Applied Linguistics (AL) studies in the area of teaching and learning languages have been conducted in an interdisciplinary way. One of the themes of these studies is the research on autonomy in language learning in order to understand how this process is instigated in learners from diverse learning situations. New technologies, as Computer Assisted Language Learning (CALL) and Information and Communication Technologies (ICT) are tools that can stimulate the development of this autonomy. These tools are present in educational institutions and in the daily life of teachers and students, enabling learning of a foreign language (FL) in an effective way (LEFFA, 2006; OLIVEIRA, 2012; ANDRADE, 2014; ARAÚJO, 2017). ICT is also used in self-access centers (SAC) in order to foster the autonomous studies of language learners in these spaces (GARDNER; MILLER, 1999; BARRS, 2010; MAGNO E SILVA, 2014; MYNARD, 2016). This work aimed to understand in what ways the activities mediated by computers, through sites, could influence the English language learning of students who attend and participate in activities at Base de Apoio à Aprendizagem Autônoma (BA3), a self-access center located at the Faculdade de Letras Estrangeiras Modernas (FALEM) of the Federal University of Pará (UFPA). A case study was conducted employing a quanti-qualitative approach with observation and application of on-line questionnaires. The results showed that English language learning sites influenced positively the development of participants' autonomy, since they began to use these sites on their own to practice by listening, reading and speaking English. It was also found that the good layout and the types of activities of these sites were important items which led learners to use them.
Acesso aberto (Open Access)
Aspectos motivacionais de aprendentes de Língua inglesa: um estudo de caso sob a perspectiva sociodinâmica
(Universidade Federal do Pará, 2020-07-13) CARVALHO, Luiza Moreno; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312
Studies in the field of language teaching and learning point to motivation as an important factor for success in learning, since it constitutes the driving force of the learner during the long process of learning. Motivation has increasingly been characterized as a dynamic and complex phenomenon, which involves, among other aspects, the individual’s view of the self as a learner and as a speaker of the target language. With this in view, this research aims to investigate the relationship between the learner's view of his L2 self and the influence of motivational agents in the emergence of possible selves within their L2 motivational self system. In order to do so, this work was based on the theoretical framework of the socio-dynamic phase of motivational studies, such as the relational view of motivation, self and context (USHIODA, 2009), the L2 Motivational Self System (DÖRNYEI, 2009) and the view of motivation as a complex dynamic system (HENRY, 2015). The theories of the socio-dynamic phase offer a new perspective of investigation and analysis of the motivation in a systemic view, which emphasizes the multifaceted character of this construct. A qualitative interpretative longitudinal research was conducted in the form of a case study carried out over eight months. Ten undergraduate students pursuing a Bachelor’s Degree in Tourism of the Universidade Federal do Pará (UFPA), in Belém, were investigated. Data were generated through learning narratives, open and closed questionnaires, and interviews. Each instrument used consisted in one of the phases of this study. Results present evidence of the influence of four groups of motivational agents, namely teachers, family, friends and classmates, on the dynamics of learners’ possible selves. Among the dynamic processes observed, there were changes in elaboration and vividness of image of the ideal self, as well as in its availability and accessibility; and changes triggered by the interaction with other self-concepts. The main sub-processes observed were social comparison (characteristics of motivational agents the learner would like to have), changes in learners’ selfperception, self-assessment and reinterpretation/re-signification of past and ongoing learning experiences. The agents influenced learners’ L2 motivational self system either by triggering changes in the image of the ideal self or by activating it, as well as by bringing up the responsibilities and commitments held by the ought-to self image.
Acesso aberto (Open Access)
Autorreflexão para uma consciência do clima relacional em sala de aula: estudo de caso com professores de Língua estrangeira
(Universidade Federal do Pará, 2019-02-18) LÓPEZ, Catalina Henao; CARRERA, Carlos Cernanda; http://lattes.cnpq.br/2845269847553868; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312; http://lattes.cnpq.br/2845269847553868
This work aims to investigate teacher self-reflection as a way to raise awareness among foreign language teachers about the influence of social-emotional climate on learning. To this end, an instrument called the Self-Reflection Guide for Foreign Language Teachers was elaborated and given to participating teachers. Reading the guide led them to reflect on their own practice. The theoretical foundations of the research are based on studies of self-reflection in teaching, such as those conducted by Dewey (1933), Carr and Kemmis (1986), Zwozdiak-Myers (2011, 2018), among others, as well as in studies on relationship climate as a facilitator of learning (ABREU; MASETTO, 1985; ROGERS, 1996; ARNOLD, 2005). The objective of the research was to understand the influence of self-reflection on the teacher's consciousness about relationship climate, raised by the guide. The research method used was the case study, used to analyze and interpret the phenomenon studied within its real context. The data collection instrument was a questionnaire with the answers of which it was possible to understand the reflective behavior of the participating teachers and to identify the effect of the guide on their perceptions and practices. Finally, it was observed that the use of the guide led teachers to rethink their behavior and actions in the classroom in order to potentialize the abilities of their students. In the end, it is pointed out the importance of continuing to provide reflective practices to foreign language teachers as a strategy to foster continued education and improve teacher quality.
Acesso aberto (Open Access)
Avaliação em obras didáticas de língua portuguesa : regulação no ensino e na aprendizagem da escrita?
(Universidade Federal do Pará, 2019-08-22) BAHIA, Emídio Júnior Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Ce mémoire analyse la function de l’évaluation dans les activités relatives à l’enseignement et à l’apprentissage de l’écriture dans les manuels scolaires de Portugais – Langue Maternalle, car les documents de référence pour l’enseignement des langues au Brésil indiquent que les ressources d’évaluation dans les manuels doivent être alignées sur les objectifs suivants : perspective de l'évaluation formative cognitive, dont la fonction est la régulation de l'apprentissage. Pour ce faire, nous discutons des conceptions liées aux axes de ce travail : évaluation, écriture et manuel scolaire. Dans l’axe «évaluation», nous abordons les concepts de régulation de l’apprentissage (ALLAL, 1984/1988, HADJI, 2011, PERRENOUD, 1999) et de l’autorégulation de l’apprentissage (HADJI, 2011, PANADERO; ALONSO-TAPIA, 2014a, ZIMMERMAN; MOYLAN, 2009), concepts de base de l'évaluation formative cognitive. Dans l'axe «écriture», nous abordons les modèles théoriques de cette activité dans le contexte scolaire (CHABANNE; BUCHETON, 2002), les concepts d'évaluation de l'écriture dans les documents de référence (BRASIL, 1998a, 2013, 2016), ainsi que le modèle d'écriture suggéré par les paramètres nationaux du curriculum (BRASIL, 1998a), qui présente des similitudes avec le modèle de Hayes et Flower (1980). Dans l'axe «manuel scolaire», nous traitons des concepts d’ «oeuvre didactique» (BRASIL, 2015, 2015a), de «manuel didactique» (BATISTA, 2003), et nous situons le dispositif didactique comme un instrument didactique de régulation de l'écriture (WEISSER, 2010). Nous discutons en outre de ses fonctions essentielles (CHOPPIN, 2004), en accordant une attention particulière aux fonctions référentielle et instrumentale, qui s’alignent respectivement dans la perspective de la transposition didactique du contenu (CHEVALLARD, 1991) et dans la perspective de la médiation et de l’aide à l’intervention (HALTÉ, 1992 ; CUNHA; CUNHA, 2011). Sur la base de cette réflexion, nous avons examiné trois manuels scolaires: «Português - linguagens», «Projeto Teláres - português» et «Para viver juntos - português»; à travers une analyse avec des catégories de contenu, basée sur les variables d’évaluation (HADJI, 1994), en se concentrant sur les propositions d’évaluation des manuels de l’enseignant et sur les projets didactiques-évaluatifs des manuels de l’élève qui constituent le corpus. Et pour cela, nous utilisons la méthode d'interprétation des données, conformément aux directives de Moita Lopes (1994). Les résultats ont montré que deux des manuels scolaires les plus acquis du PNLD présentent une proposition d'évaluation de l'apprentissage alignée sur la perspective de l'évaluation formative néo-behavioriste (BLOOM et al., [1971] 1983), dont la fonction est la correction de l'enseignement et non de régulation de l'apprentissage. l’apprentissage continu, et l’un des travaux n’a même pas soumis de proposition d’évaluation. De plus, ils ont montré que les projets didactiques-évaluatifs des livres de l'élève suivent la même perspective, à l'exception d'un travail qui présentait un projet didactique-évaluatif dans le prisme de la régulation de l'apprentissage en cours. Cependant, ce travail était le troisième plus acquis, ce qui montre également que la plupart des travaux didactiques en langue portugaise acquis en PNLD ne disposent pas d'une fonction d'évaluation du point de vue de la réglementation. Ces données nous montrent que, bien que plus de vingt ans se soient écoulés depuis la publication du premier volume de PCN, les manuels scolaires en langue portugaise les plus largement diffusés présentent toujours des conceptions de l’évaluation de l’apprentissage et de l’écriture tirées de l’apprentissage dans une perspective incompatible avec la recherche la plus récente en évaluation.
Acesso aberto (Open Access)
Avaliação formativa e ensino-aprendizagem de Língua Francesa na Educação Básica
(Universidade Federal do Pará, 2017-05-05) ALVES, Luciana de Oliveira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Avaliação formativa em educação online
(Universidade Federal do Pará, 2017-05-05) SANTOS, Tiago Sousa; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
The large demand for online education raises the need to search how evaluation practicesregulating occur in this environment. This dissertation investigates if the formative assessment alternative can, in the framework of online education, help to develop academic skills. To this end, we conducted, according to the procedures, action research and as for analysis technique, a qualitative research in education online, where we implemented, together with University students of an online shop, a Didactic Sequence with the academic poster. Data constructed from the various regulatory processes (shared regulation, coregulation and self-regulation) provided by Moodle tools 2.9 (Forums, Wikis, Tasks, Assessment Labs, Research, Lesson, Checklist) made it possible to analyze the route of one of the learners. From the theoretical point of view, the work is based on three pillars: i) the concept of formative assessment, focusing on alternative regulatory processes of teaching/learning, ii) online education and Web 2.0 features, such as collaboration and interaction, iii) the academic poster, with a focus on academic literacy and with an emphasis on its multisemiotic features (verbal and visual dimensions of teaching object). The results indicate that the formative evaluation is possible in online education and can help to develop academic skills. It was also found that formative assessment is not only built by the metacognitive and self-regulatory processes of the individual learner, but also through various interactions and collaborations, that occurred with the dimensions taught and that might be better visualized in the virtual environment, because the writing allows the registry of each interaction.
Acesso aberto (Open Access)
Centros de autoacesso, identidade docente e profissionalidade
(Universidade Federal do Pará, 2021-05-31) BARRETO, Mariana Maués; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Self-Access Centers (SACs) are places designed to foster autonomy in the course of learning an additional language. There is a SAC at the Federal University of Pará (UFPA). It is called Autonomous Learning Support Base (ALSB), and it is open to the general public. Visitors are aided by undergraduate students who work voluntarily. Currently, ALSB is institutionally understood as a room where visitors find support for autonomous language learning. SACs are research fields, as demonstrated in studies developed in them. However, there is still room for enriching the experience of attending a SAC while obtaining a teaching degree in an additional language. Therefore, the main purpose of this study was to investigate how a space dedicated to autonomous language learning itself can dynamically affect present and former volunteers in their development towards professional teaching and their constant building of a teaching identity. According to Murray (2018), the main features of SACs are the constant process of transformation and the dynamic relationship between socially constructed beings and this particular context. The path one takes in life is inherent to their formation; thus, the individuals who experience SACs bear a chance to establish and modify their distinctive teaching identities. The concept of Professional Teaching emerges amid enquiries concerning the construction of identities and what being a teacher embodies. It expresses “the qualities of teachers' professional practice in agreement with the demands of the educational work” (CONTRERAS, 2002, p. 74). Such qualities of professional teaching are related to the values teachers want to develop and the purposes they want to achieve. Therefore, the substance of these qualities is not fixed. Contrariwise, it is adaptable to the context and the specific situations in the reality of each teacher. The present research presents a narrative approach to qualitative enquiry with holistic analytical movements, and it comprises two methodological steps. During four months, we collected narratives from three teachers in training and four graduated teachers to analyze how they make sense of their teaching identity. Afterwards, we conducted a roundtable discussion with teachers who are currently active to elucidate doubts and introduce the complementary queries. Since the identities are constantly constructed, reformulated and influenced directly or indirectly by the spaces in which the teachers are part of, the results obtained through the mentioned instruments showed the multidimensional character of the teaching identity construction. We also identified the training potential of SACs and the different impacts caused by the center on the participants’ professional teaching and identity. They were influenced in terms of experience with space management, activity planning, daily contact with the center itself, and with other language learners.
Acesso aberto (Open Access)
A compreensão e a produção oral nas aulas de FLE: os jogos teatrais como meio de comunicação
(Universidade Federal do Pará, 2005-12-05) FERREIRA, Josiane da Silva; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
Acesso aberto (Open Access)
Contribuições para o atlas do Projeto AMPER-Norte: variedade linguística do município de Santarém (PA)
(Universidade Federal do Pará, 2016-06-18) LIMA, Leydiane Sousa; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577
This Dissertation aims to contribute to the Prosodic Atlas of northern Brazil with characterization of dialectal variation of the Portuguese spoken in the municipality of Santarem (PA). This is a study linked to Project Atlas Multimedia Prosodic the Portuguese Northern Brazil (AMPER-POR) that is directly linked to the European research project Atlas Multimedia Prosodique de l'Espace Roman (AMPER). For the constitution of the corpus was field research conducted in the municipality of Santarem (PA) that is part of the area of operation of the main project, which investigates the dialect of Para provincial Amazon. All methodological procedures used in this study followed the guidelines established by the AMPER team for the conduct of training corpora for multimedia prosodic Atlas of the Romance languages. For this work has created an expanded corpus composed of 416 phrases SVC type (subject + verb + complement) with its expansions in Syntagma Adjectival and prepositional phrase. The sentences were structured obeying the same phonetic and syntactic constraints of AMPER-BY project. The results showed that the acoustic parameter F0 presented relevant distinction, the pincer movement that occurs in the stressed syllable of accentual oxytone guidelines, paroxytone and only a few cases of proparoxytone. In the Length parameter, it was observed that the values were higher in all statements of both sexes in the stressed syllable of the last element of the sentence. In intensity, it was found that the male speaks of measures are higher than those of women, in general, the interrogative are always longer than the affirmative, only two cases showed that this reversal of values in this parameter. Thus, the intensity is was not characterized as a complementary acoustic parameter F0 and ms. Therefore, it is shown that the acoustic parameters of F0, ms are determining factors of distinction in phrasal modalities, affirmative and interrogative total this research, related to the spoken variety of Santarem.
Acesso aberto (Open Access)
Diálogo no aconselhamento em aprendizagem de inglês: interação, reflexão e autonomia
(Universidade Federal do Pará, 2018-07-12) RIBEIRO, Juliana Araújo; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
In the last decades, advising in language learning (ALL) has emerged as an approach which aims at promoting learners’ autonomy (KELLY, 1996; MOZZON-MCPHERSON; VISMANS, 2001; CARSON; MYNARD, 2012; MAGNO E SILVA, 2012, 2016; KATO; MYNARD, 2015). In the Language Teaching Undergraduate course at the Federal University of Pará, some students enter with low proficiency and they need to develop both teaching and language skills. Anxiety, low self-esteem and demotivation are some of the affective states these learners go through. To help them an advising service was established. This research investigated how the dialogue in ALL happens and how effective it can be to promote learner’s autonomy for three advisees at that college. They all started the course with low proficiency in English. Virtual and face to face sessions were analyzed and questionnaires were applied to advisees and advisers. Besides, I aimed at verifying the interactional patterns and how reflection is enhanced by the advisers. The theoretical background is based on ALL studies, on Vygotsky’s (1991) sociocultural perspective, on works of Dewey (1910), Boyd and Fales (1983) and Schön (2000) about reflection. The results indicate that in ALL there’s a less hierarchical relationship as they work collaboratively towards a goal, negotiating activities, themes to be discussed, place and time for meeting. I also identified some strategies used by the adviser to promote reflection, with a non-directive attitude. Besides that, there was a prevalence of the first language use during the sessions with beginners and the target language was used as an opportunity to practice it by the more proficient learners. Finally, we believe that listening to ALL conversations means a greater understanding of the possibilities for teaching practices in which learners have their voices heard and valued.
Acesso aberto (Open Access)
Didatização de gêneros textuais e avaliação formativa: uma análise da apropriação do procedimento “sequência didática” por professores de português em formação inicial
(Universidade Federal do Pará, 2018-07-16) BARBOSA, Marcos Ferreira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
In the present research, we undertake a discussion about the teaching-learning of textual production based on textual genres. Our focus is the acquisition of procedures for the didactization of genders in the initial formation of Portuguese teachers. In this occasion, we propose the analysis of the appropriation of the didactic-methodological device Didactic Sequence by students of the licentiate course in Portuguese Letters of the Federal University of Pará, Campus Abaetetuba and Belém, establishing the following objectives: describe intervention proposals pedagogical approach involving the didactic-methodological procedure called "Didactic Sequence", elaborated by university students; analyze the characteristics of the proposals for intervention in the light of the theoretical assumptions on which they are based; to analyze the possible evidences of formative assessment processes – such as regulation, self-regulation, co-evaluation and self-evaluation – in the proposals studied; guidelines for favoring procedures of "gender didactization" by teachers in initial training. Our theoretical foundation is based mainly on the thinking about the discursive genres in Bakhtin, from the perspective of Sociodiscursive Interactionism and Language Didactics (BRONCKART, DOLZ, SCHNEUWLY et al.) and the Francophone formative (ALLAL, FERNANDES, FRISON et al.). As for the methodological procedures, we conducted documentary research, with a qualitative approach and with an exploratory objective; having as corpus of analysis proposals of Didactic Sequence elaborated by undergraduate students. Our analyzes lead us to perceive significant difficulties in the appropriation of new theoretical perspectives and of didactic-methodological proposals aimed at teaching-learning of the mother tongue, especially as regards the integration of formative evaluation to activities of textual production; we relate these difficulties to the previous school education of the university students, very marked – in the Brazilian context – by the textual production dissociated from a definite sociocommunicative context, by the use of the text as a support for the study of grammatical description and by the exclusive use of the summative evaluation in detriment of the formative evaluation.
Acesso aberto (Open Access)
Fraseologismo no discurso político brasileiro: uma proposta de glossário, volumes 1 e 2
(Universidade Federal do Pará, 2018-08-28) SOUZA, Davi Pereira de; ALVAREZ, Maria Luisa Ortiz; http://lattes.cnpq.br/0562632464695581; RAZKY, Abdelhak; http://lattes.cnpq.br/8153913927369006
This qualitative-quantitative research aims to produce a glossary, in print and electronic, of phraseologisms used in the Brazilian political discourse. In turn, the specific objectives consist in: describing the phraseologies that characterize Brazilian political discourse; identify patterns of recurrent syntagmatic combinatorics in the corpus e; check possible phraseological variants and. Phraseologisms, or phraseological units, are recurrent syntagmatic combinations (MEJRI, 1997, 2012), characterized, among other aspects, by its polilexicality, fixity, frequency, congruence and idiomaticity. In order to do so, a methodology guided by the general assumptions of Corpus Linguistics (BERBER SARDINHA, 2004) and its relationship with Phraseology (TAGNIN, 2005, 2011). The research was divided into five main stages, namely: i) review of the bibliography on the area in focus, particularly the phraseological researches developed in Brazil and France; ii) constitution and treatment of the corpus; (iii) selection of the reference corpus; (iv) procedures for analyzing results and; v) elaboration of the phraseology glossary. The 570 texts that make up the corpus come from blogs or websites of 4 (four) columnists who sign matters about politics in the periodicals Istoé, Época, Carta Capital and in the newspaper Folha de São Paulo, being chosen a columnist by periodical. The texts were published between january 2014 and december 2016. We used the software Words Smith Tools (SCOTT, 2008), which performs semiautomatic search in large corpora textual, and Lexique pro - version 3.6 (SIL, 2004-2012), to fill the phraseological form of each entry, resulting in the organization of the glossary, organization of the glossary, adopting microstructure formed by entry, grammatical category, definition, context, phraseological variant, reference and notes. As for the theoretical reference, the work was anchored in the French approach to Phraseology, especially in the perspective of Salah Mejri (1997, 1998, 1999, 2002, 2005, 2010, 2011, 2012, 2018). The glossary produced contains 438 entries, lemmatized and organized alphabetically by the first lexical unit of the sequence. The results demonstrate the predominance of phraseologisms of the general language to the detriment of specific phraseological units of political discourse, which is related to the fact that the corpus is not specialized, since the columnists are not technically political scientists, but journalists and commentators who deal with subjects of the area and are directed towards a general public of readers, largely formed also by non-specialists. In addition, politics, being of an interdisciplinary nature, produces a discourse that is constituted by the crossing of other domains, such as law, social sciences, linguistics, among others (DORNA, 1995, CHARAUDEAU, 2006). In any case, the phraseologisms play a peculiar role in this domain, serving to produce different effects of sense, particularly those of ironic and ambiguous character, present in the relations established by the interlocutors inserted in the ideological and political-partisan tensions that arise in moments of political and economic crisis.
Acesso aberto (Open Access)
A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica
(Universidade Federal do Pará, 2024-11-04) GANTUSS, Sarah Costa; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.
Acesso aberto (Open Access)
Leitura desencantada: a fantasia no contexto de novos tecnicismos
(Universidade Federal do Pará, 2019-09-02) SANTOS, Felipe Hilan Guimarães; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In the present search, we discuss the proposals for the teaching of reading found in contemporary academic works. We specifically ask how the fantastic read approach is developed and how it influences teaching/learning relations in the school context. We start from the hypothesis that the current proposals of reading emphasize a unique approach to any type of text, as a result of a pedagogical action technician that tries to make predictable the attitude of the students, as well as the teaching work. And with regard to fantasy, there would be a deconstruction of its concept, to the detriment of a rationalization base exacerbated in teaching, that would allow to manipulate all the meanings produced from the reading of a text. We conceive that read is a process of interaction between subjects that evokes a context of heterogeneities, which is marked by the singularities of the subjects and also by the pedagogical relations existing in the classroom, which also helps us to consider that the approaches of the field of should validate different proposals for read, so that this diversity is not limited to just one standard approach. Our search has taken as the north discussions developed by authors that treat about read, fantasy, constitution of subjects and training of readers. Our objective, then, is to analyze dissertations of the Mestrado Profissional em Letras (PROFLETRAS), of Universidade Federal do Pará, that propose a teaching of read through fantastic texts, in order to perceive which movements are constructed in the writing of these texts that corroborate a context of model of read teaching. For this, we selected two dissertations, located the theoretical-methodological path of each proposal and discussed the teaching-learning relations emphasized by what we call a technicalist approach. Our results point to an acceptance of a single standard of work in relation to read, highlighted by the written production of the teachers in formation at the university, which allows us to affirm that the practice of reading, in the current context, runs through new technicalities, what we call the pedagogy of predictable.
Acesso aberto (Open Access)
Literatura e educação profissionalizante: a resistente relação entre o trabalho e a subjetividade humana
(Universidade Federal do Pará, 2023-07-07) OLIVEIRA, Gabhriele Rodrigues; OLIVEIRA, Célia Zeri de; http://lattes.cnpq.br/7392823829322057; https://orcid.org/0000-0001-9477-7336
The present work discusses the teaching of literature, in the context of career and technical education - CTE. We understand that this teaching modality has its genesis in the ideal of knowhow, without the need to reflect on the social implications or on the process as a whole. In order to raise or improve students' criticality in relation to access to literature, we analyzed the students' reception to a multidisciplinary project between the areas of languages and human sciences. In this research, studies were carried out on the importance of literature in school (BERNARDES, 2021); teaching literature (FRANCHETTI, 2021; WALTER, 2014); subjective reading (HOOKS, 2013; BAJOUR, 2012) and professional education and work (MANACORDA, 2007). The research is of a qualitative nature, organized as action research in which the methodology consists of five steps. In the initial stage, students answer a form about their experience and interest in literature. Then, in the second stage, classes are carried out on the historical and political context of the Pre-modernism period and the thoughts that culminated in Brazilian Modernism (1922-1960). The three generations are discussed with a focus on the study of the Generation of 45, with the purpose of establishing relationships between the last generation and contemporary Brazilian works. The third stage, reading, is intended for direct contact with the work, in which students can read armed with information. In the fourth stage, students have the opportunity to produce artistic expressions in a project called “Contemporary Dialogues”, organized between the disciplines of literature, history, geography, philosophy and sociology in a technical school in Belém-PA. In the last stage, there is a final meeting with the students in the class to obtain information about the new experiences and the relationship they have with literary reading. The research analysis is comparativeinterpretative from the initial and final stages. Indeed, students in the 5th phase – referring to the 3rd year of regular high school – with the mediation of educators, must be inserted into Brazilian culture, starting from literature as art and object of study. We hope, in this research, to identify the importance attributed to literature in career and technical education contexts and to evaluate students' perceptions about the relevance of literary works.
Acesso aberto (Open Access)
O livro didático e o fomento da autonomia na aprendizagem da língua inglesa
(Universidade Federal do Pará, 2011-05-11) FONSECA, Maria Amélia Carvalho; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Observing that frequently adult students are very dependent on their teachers and show an enormous passivity relating to their learning, I realized the importance of carrying out a study that could stimulate autonomous behaviors in their learning process and to do so the textbook could be used. From this perspective, I identified the need to develop an action research, which allows the use of our daily classroom practice to collect and analyze data, having as subjects my own students. This study aims at investigating how the textbook could be used in order to foster learning autonomy. For this, it attempts to recognize in a textbook used by adult students in an English language course kinds of activities that could foster autonomy, it tries to determine conditions to adapt some of these textbook activities and it analyses the effect of those activities on students’ autonomy. This research is based on the theories of textbooks, of classroom dynamics, including the activities performed during classes, and on the concepts of autonomy, comprehending the role of the autonomous student and the role of the teacher in the autonomization process. This way, it was based on authors such as Skierso (1991), Dickinson (1994), Richards (1994), Cunningsworth (1995), Scrivener (1998), Little (1999), Cotterall (2000), Graves (2000), Scharle e Szabó (2000), Benson (2001), Crookes e Chaudron (2001), Nunan (2001a, 2001b, 2005), Tomlinson e Masuhara (2005), Brown (2007), Harmer (2001, 2007), Magno e Silva (2003, 2008, 2009), among others. This study is relied greatly on the previous research by Scharle e Szabó (2000) which was able to provide means to identify the activities that could contribute to foster learner autonomy. The data analysis results show that it is possible to use the textbook as a tool to foster learner autonomy and that the way the teacher uses it determines if and how this will happen. The results show that the extra activities used in the classroom and the evaluation of these activities by the students contributed to a change in the students’ behavior toward their learning, the development of autonomous attitudes on the students, and the indication of students´ wishes to carry on the autonomous process. This is evidence that it is possible to give students conditions that favor their autonomous learning behaviors.
Acesso aberto (Open Access)
Livro didático, oralidade e podcast na formação de professores de língua portuguesa: ancoragens e deslocamentos
(Universidade Federal do Pará, 2022-05-13) CRUZ, Mayara Alexandra Oliveira da; RODRIGUES, Isabel Cristina França dos Santos
The emergence and popularization of Digital Information and Communication Technologies (TDIC), consolidated by the advancement of Computer-Mediated Communication (CMC), led to the insertion of digital genres in Portuguese Language Textbooks (LDLP). In this direction, the research seeks to understand the didacticization of the digital discursive genre podcast in Portuguese language textbooks. Thus, the main objective of this study is to understand how Portuguese language teachers, working in the final years of Elementary School, in public schools, mobilize the digital podcast genre proposed in Portuguese language textbooks as a function of the teaching and learning process. This work is situated in the field of Teaching and Learning Languages and Cultures (EALC). The main scholars mobilized are Bakhtin (1997) and his Circle, Rojo (2012, 2015), Bunzen (2009) and Villarta-Neder and Ferreira (2020). The methodological approach is based on documental analysis of textbooks, used by public school teachers, as well as on collaborative research, considering the need for greater articulation between the university and the school. Regarding the treatment of the podcast in LDLP, there was an insufficient and superficial approach. It is noteworthy that, due to the pandemic context, it was necessary to hold online training meetings, in remote mode, with teachers from the final years of Elementary School, to generate data. The results reveal the presence of several oral genres in teaching practices, as well as digital tools and digital genres. However, such data also reveal that there are efforts to be undertaken regarding the understanding and more purposeful use of the textbook, the use of the podcast discursive genre in the classroom and teacher training focused on new technologies in favor of the teaching process. teaching and learning. In this sense, a didactic proposal about the podcast genre is presented, based on the accomplishment of a pedagogical work that expands and strengthens the students' competence for the increasingly effective use of digital and oral practices from a reflexive and contextualized systematization.
Acesso aberto (Open Access)
Os movimentos de participação e de resistência aos ciclos de formação na rede pública municipal de Belém: uma análise discursiva e ergológica
(Universidade Federal do Pará, 2021-08-31) ALMEIDA, Valéria Patrícia de Farias Cuellar; PESSOA, Fátima Cristina da Costa; http://lattes.cnpq.br/4011084861970140
Since 1997 the Municipal Education Network of Belém has adopted the Training Cycles as a schooling model. The main justification is that this adoption would remedy the still present school failure, as stated in the Curriculum Guidelines for Elementary Education – Cycles III and IV. This document constitutes the basic prescriptions of the Cycles. Thus, we began to observe a very recurrent practice at the Municipal Education Department of Belém - in blaming - directly or indirectly - education workers for this school failure, making up - in this way - our first concern. The second concern arose during a round of conversation with professional colleagues around the word “prescriptions”. After a quick survey, we realized the great distance between the prescribed work and the work performed. The other concerns are related to the fact that, when the author of this research was a professor, the level of resistance to Cycles was high. However, when she started to occupy the position of assistant coordinator, after a process of functional readaptation, this resistance became minimal. Thus, we propose an articulated research between language studies and work studies, whose main objective was to know to what extent the educational worker's speech suggests a movement of participation or resistance regarding the Formation Cycles. To this end, we rely on the discursive notions of Dominique Maingueneau (2006, 2008a, 2008b, 2015), especially in relation to: the Interdiscourse constituted by the crossing of other discourses; to the Enunciative Scene whose reflexive character is represented by the taking of speech, by the discursive practice of the subjects who inscribe their sayings in history, revealing the place from which they speak, socially and ideologically constructed; and the generalized Inter-incomprehension, marked by the lack of discursive understanding in the other's words, that is, communities that listen to one another, but that do not understand each other. These notions maintain a strong harmony with each other, as they constitute a true network of meaning. This work is anchored on an ergological basis focused – mainly – on the postulates of Yves Schwartz (2004, 2010, 2016) regarding his theories about activity, antecedent norms, norms debate, prescribed work and live work. Directly related fundamentals, as activity are permanent occurrences of debates on standards (DI FANTI; BARBOSA, 2016), also known as renormalizations. The prescribed work is represented by antecedent, plastered norms, which are always reworked, a movement that again meets the renormalizations. Living work, therefore, refers to the unfolding of prescribed knowledge, directly related to what is actually performed. This research is classified as exploratory and explanatory, according to Gil (2012), and comprises a methodological path involving documental research by the Curriculum Guidelines for Elementary Education and listening to education professionals (teachers, pedagogical coordinators and directors). The study was guided by an interview script, in which we listened to the most evident issues in moments of tension observed in the professional routine. Our results were constituted through the game of relationships identified by the enunciation of the research participants, which framed a scenario of many disagreements, clashes, as well as between the Municipal Education Department of Belém and the school space, configuring knowledge and practices, distanced, about the System of Cycles, marked – strongly – by a misaligned way of understanding and carrying out the Cycles.