Programa de Pós-Graduação em Letras - PROFLETRAS/ILC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8045

O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS), cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal), é um Programa de Pós-Graduação stricto sensu (nota 4), criado em 2013, que tem como finalidade a “capacitação de professores de Língua Portuguesa para o exercício da docência no Ensino Fundamental, com o intuito de contribuir para a melhoria da qualidade do ensino no país” (trecho do Regimento do Programa). A UFPA é uma das 49 unidades que integram o conjunto de Instituições Associadas do Programa (IAPs), tendo atualmente 35 alunos matriculados e 14 professores Doutores envolvidos. A UFPA é a Instituição que vem apresentando a maior demanda do Programa em todo o Brasil, tendo obtido em 2013 o recorde de 857 candidatos inscritos para 26 vagas.

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Agora exibindo 1 - 5 de 5

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A argumentação no discurso de sujeitos alunos do Ensino Fundamental: a construção da identidade regional mediada pelo gênero canção nos estilos Música Popular Paraense e Tecnobrega
(Universidade Federal do Pará, 2019-09-09) ARAÚJO, Antônio Aprígio Fernandes de; CUNHA, Marcos André Dantas da
The research is a Master’s Thesis project of the Professional Master's Program in Letters - PROFLETRAS and turns into an action research. The main goal is to motivate the development of written argument around the reflection of the student from elementary school about his / her cultural identity (regional / paraense). Thus, working with the argument could indicate pedagogical alternatives committed to a critical person that discuss relations of power involved in the debate about regional singularities / differences and being more specifically it shows how music can help students to get ready socially and critically by understanding and realizing themselves in face of the relations of power already existed. This research has based in the theoretical and methodological conceptions of French Discourse Analysis (AD), more specifically in the conceptions of Foucault (2008). In addition, by working in partner to development of identity of the Paraense subject student, mediated in Paraense Popular Music (MPP), this study gets its focus into the cultural and identity studies disseminated by Certeau (1994), Bauman (1999) Canclini (1991). Furthermore, it has gotten theoretical contributions from textual linguistic scholars, more specifically concepts referring to the theory of argument from Koch (2004) and Fiorin (2015) that considers the argument as a tool, textually possible to be starting by the students. The research goes for drawing actions methodological that provide an availabe listening and analysis-reflection about the musical production, whereas the concept of reception / performance of Tecnobrega and MPP by the subjects students, as such as productions themed a Paraense regional identity. Therefore, we go for propose / mediate the development of get into an argument in texts written by the subject students getting as theme the cultural identity, from the texts focused in two musical genres identified as paraense genres.
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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)
Jogos de RPG na mediação educacional: uma análise discursiva sobre a identidade cultural em uma escola
(Universidade Federal do Pará, 2022-09-15) LOPES, Rafael dos Santos; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The studies carried out to produce this dissertation launched on the role-playing games, the famous RPGs (English acronym for Role-Playing Game), a research from the perspective of the theory of Discourse Analysis. Thus, we decided to analyze how effective this tool is as a motivator/facilitator of the subject's cultural identity exercise in the teaching-learning process, by emphasizing the place/space of speech of the subject-student in his socio-historical position through the discourse inserted in the textual production in the stage of creation of the character-player. Thus, we reflect on the role of play and playful learning in the manifestation of discourse and their voices throughout the formation of cultural identity, considering the place/space of the rural classroom, marajoara, therefore, on the banks of an Amazonian river, far from urban centers. Therefore, this dissertation begins with the importance of considering the socio-historical context in which the individual-subject is inserted, then we expose the educational contributions of playful teaching and, with that, we launch a conceptual research on RPG games and in-depth typology of what this type of entertainment is about, clarifying in detail what RPG is and how it can serve as a pedagogical tool. Then we present the entire historical-geographical and cultural context of the place where the pedagogical intervention was applied, in which we approach the municipality of Curralinho, in Marajó, present the community and make a description of the riverside school object of our research. With all the research carried out so far, we present the RPG system that was applied at the school and the identity criteria of the subject-students, related to those used in choosing the game brought to the classroom, focusing on the characters, the scenario and the adventure. We detail the step-by-step of how the proposal of the role-playing game was carried out, and then we carry out a detailed examination of the identity construction of the subjects, based on the concepts of Discourse Analysis, on the texts produced in the stage of creation of characters. After the final considerations, we have incorporated an appendix to this dissertation with a pedagogical proposal so that any teacher has in hand a detailed guidance on how to apply RPG in the classroom in any discipline and even carry out interdisciplinary work with their student body.
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Leitura no ensino fundamental: a compreensão responsiva discente a partir do gênero charge
(Universidade Federal do Pará, 2016-12-12) BARRETO, Missilene Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
This work is part of a “Language practices and teaching training project” (UFPA - Castanhal) and presents a qualitative, interpretative and ethnographic action research. From the beginning, this study reflects on the following question: What are the levels of responsiveness of the students from the 9th year of elementary school during reading activities? In order to answer this question, it was elaborated, in the light of Applied Linguistics, a proposal for intervention focusing on reading and writing based on the conception of an Educational Project of the discursive genres, Lopes-Rossi (2008). This work also aims at cooperating with reading activities, based on the dialogical conception of language in a Bakhtinian perspective from the discursive genre. The application of this project was carried out in a public school in the city of Soure, in the state of Pará. This study emphasizes the following issues: a) the use of the cartoon genre during the reading activities was successful in this research, since they promoted the active responsive understanding of the learners and contribute to the formation of them as conscious, reflexive and critical readers; b) 9th grade students demonstrate active responsiveness at different levels during the reading activities in the classroom. Therefore, the general objective of this research is: to reflect on the students’ responsiveness during the reading process. Moreover, this work also aims at: a) verifying the effectiveness of the reading activities elaborated within a reading project that uses cartoon genre by comparing students’ activities; b) demonstrating and characterizing the 9th grade students responsiveness regarding their performance during the reading activities; c) demonstrating whether or not there were improvements in the students’ reading skills. The data collected were interpreted based upon the idea of active responsive understanding borrowed from the Bakhtin’s thinking (2011) that defines responsiveness as passive and silent (delayed effect). The categories expanded by Menegassi (2008) are also relevant for this study, such as: active responsiveness with explanatory and exemplary expansion, passive responsiveness without expansion, active responsiveness without explanatory and exemplary expansion; Another important author is Ohuschi (2013) that highlights subcategories which are expanded and subdivided into levels such as: criticism; opinion; comment and exemplification; explanation; disagreement; suggestion; questioning; agreement; doubt; understanding. The results showed the presence of responsive understanding among those elements already identified by Ohuschi (2013) such as: active responsiveness with explanatory and / or exemplary expansion in the levels of criticism, opinion and explanation; Silent responsiveness at the levels of understanding and doubt. Moreover, students' responses and the context of the research guided us to add new data: 1) It was detected the levels of description, objectivity and sensitivity in the active responsiveness category with explanatory and / or exemplary expansion; 2) we also identified a new responsive understanding category, which we call active responsiveness with partial expansion. This new category helped us to highlight the following findings: a) the levels of explanation and doubt (OHUSCHI, 2013); b) the levels of description, obliquity and objectivity.
Acesso aberto (Open Access)
Leitura numa perspectiva discursiva: uma possibilidade de construção de sentidos nos entremeios das memórias de alunos da EJA em Portel-Pará
(Universidade Federal do Pará, 2020-09-22) BAIA, Jacira da Costa; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
This research is composed of studies about the practice of reading in the discursive understanding in a 4th cycle Education for the Youth and Grown-ups class (EJA) in a town school, in Portel city, Pará. It is discussed about the difficulty of students to perform text readings that indicate the multiplicity of meanings, which often results in the institutionalization of a discourse that EJA students “do not know how” to read or write. In the search to break with these speeches that are spread in schools, and that end up being replicated by the students themselves, we carried out the present research-action with qualitative analysis of the data, based above all in the French Discourse Analysis theory. It is based on the conceptions of Foucault (1987, 1996), Pêcheux (1995), Orlandi (1993, 1996, 2012, 2015), Fernandes (2008), Cunha (2011), among others. It is started from the hypothesis that a work with the reading of reports of EJA students' memories, in a discursive understanding, can enable students to read focused on the multiple meanings of the text, considering the socio-historical aspects and, also, further the appreciation of texts composed by the students, often considered at school as “meaningless” texts. Our general goal is to understand the discourse as a constitutive and constituted by the subject-students and, thus, to determine the composition of meanings of the texts, in order to think about the power relations that appear between the knowledge brought by the school and the knowledge found in the statements of the subject-students of EJA, hence we seek possibilities for a practice of multiple reading that values the knowledge brought by students. Therefore, a study was carried out with the reading of reports from EJA students' memories, in a discursive understanding, having as object the texts composed by the students of a 4th cycle class and read by another one, in the same cycle, in the same school where the research was carried out. Firstly, we propose a diagnostic activity to analyze the process of creating meanings, that is, the reading performed by the researched individuals when reading reports from other students' memories. Based on the analyzes results, in which we found that reading focused on repetition of the explicit meanings in the text, we conducted five reading workshops whose goal was to provide the subject-students with access to other important knowledge so that they could read with different possibilities of meaning, that is, of a predictable transparency of language. In analyzing the corpus, we considered some categories of analysis: statement, discourse, subject, identity, memory and discursive formation. From the analysis of data collected after the intervention, we found that most of the subject-students created a greater connection between reading and their socio-historical context, leaving paraphrase and pointing towards a reading in which the meanings are multiplied, which we can call a polysemic reading.

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