Programa de Pós-Graduação em Letras - PROFLETRAS/ILC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8045
O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS), cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal), é um Programa de Pós-Graduação stricto sensu (nota 4), criado em 2013, que tem como finalidade a “capacitação de professores de Língua Portuguesa para o exercício da docência no Ensino Fundamental, com o intuito de contribuir para a melhoria da qualidade do ensino no país” (trecho do Regimento do Programa). A UFPA é uma das 49 unidades que integram o conjunto de Instituições Associadas do Programa (IAPs), tendo atualmente 35 alunos matriculados e 14 professores Doutores envolvidos. A UFPA é a Instituição que vem apresentando a maior demanda do Programa em todo o Brasil, tendo obtido em 2013 o recorde de 857 candidatos inscritos para 26 vagas.
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Item Acesso aberto (Open Access) Ana Maria Machado em sala de aula: leitura literária e formação do leitor(Universidade Federal do Pará, 2015-08-30) VIANA, Maria Helena da Silva; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840This paper aims to present a methodological proposal to the reading of two works (Quem perde ganha e O Cavaleiro do Sonho: As aventuras e desventuras de Dom Quixote de La Mancha) by Brazilian writer Ana Maria Machado, intended for children and youth in order to encourage the literary literacy and the reader formation in a public school in the city of Ananindeua, in the state of Pará. It is considered, thus, the literary literacy as a right of all (Queirós, 2014) and the literary text being the core of the Portuguese discipline for being a manifestation of excellence of memory, of operation and creativity of Portuguese language (Silva, 1988). The literature teaching in public schools is target of criticism and has contributed timidly to form proficient readers, since the schooling process has occurred inappropriately and the teacher‟s challenge is to find the balance between the interests of personal enjoyment and the needs of literary schooling (Cosson, 2014). It is necessary, therefore, to rethink the problem so that the literacy text is not just nomenclatures object, grammatical banalities and superficial analysis (Smith, 2011), but an instrument that can raise reflections and relevant contribution to the lives of students. This paper is organized in three chapters: the first discusses the teaching of literature and the reader formation, the second deals with the literary universe of Ana Maria Machado and the third brings a proposal of pedagogic intervention. It is intended, this way, that the school promotes the insertion of children and youth literature and of the classical in their daily lives in order to contribute so that the reading of literary text be a meaningful and pleasurable activity for elementary school students and, thus, encourage the reader formation in public schools.Item Acesso aberto (Open Access) Problemas de escrita nas séries finais do Ensino Fundamental(Universidade Federal do Pará, 2015-08-28) BENJAMIM, Djane do Socorro Pereira; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834This paper aims to describe the characteristics of the written productions of students of final grades of Elementary School, observing phenomena spell order, morphosyntactic and discursive, verifying the main difficulties of writing in order to propose interventions aimed at overcoming them still in this stage of education. The survey was conducted in a public school of Ananindeua, in Pará. The data showed that students have many problems in the field of writing, some of which should have been resolved by the literacy process, for example, interference speech in writing. Basing discussions on literacy, learning of writing and textual production activities at school, authors were consulted as Bortoni-Ricardo (2005), Cagliari (2009), Costa Val (1999), Soares (2003) among others. Also noted the relevance of social and linguistic factors related to learning to writeand it wasfound that the occurrence of problems in the texts of the students, besides being related to these factors, also demonstrates failures in education, since years schooling should have cured at least most of the problems mentioned in the texts of the students. Considering these results, it elaborated didactic and methodological proposals to be worked with these series in order to effective lyenhance the written production of these students.Item Acesso aberto (Open Access) As TICs em sala de aula de LP: ensino-aprendizagem da língua materna por meio do software Hagáquê(Universidade Federal do Pará, 2016-12-14) BARBOSA, Ozana de Oliveira; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972We present a collaborative, participant research that consists of a proposal to intervene in Portuguese language classes that contributes to the development of the textual competence of students of the 6th grade of a state public school in the municipality of Ananindeua, in the State of Pará. The studies are based on theories about educational technologies (ALMEIDA; VALENTE, 2011), in the conception of language from the socio-historical perspective (BAKHTIN/VOLOSHINOV, 2004), and in the transposition of the discursive genre into the classroom in the process of teaching native language learning, according to PCN Portuguese language (BRASIL, 1998) And under the gaze with view to the multi-literacy (ROJO, 2012, 2013, 2015); With the objective of investigating the use of the HagáQuê software as a didactic tool associated to the study of the genre Comics in order to increase the reading and writing of the students of the 6th grade of a public school in the municipality of Ananindeua, in the state of Pará , By means of an intervention proposal. The methodology is developed through a bibliographical survey about the conceptions of language, discursive genres and New Technologies in education; And to develop the intervention activities in the classroom, we consider the guidelines of Lopes-Rossi (2008) on the pedagogical project of reading and production of genres, and Menegassi (2010) concerning the conception of reading with ordered questions, for the reception of the genre and the conception of writing. We have therefore developed work in class with a focus on the genre Comics, although the need to dialogue with two other texts (story and legend). The story was the Amazonian short stories of Inglês de Sousa so that the students appropriated the language by means of literary text that provides the development of the reading competence from the popular questions present in the book, regarding the Amazonian context and the text "O Curupira", version adapted by Maurício de Sousa (2009); We also work with the electronic HQs from the software HagaQuê - publisher of comics - a program that allows the student to be the author of his comic books. To analyze the data, we consider the constituent elements of the discursive genre HQ and the selected technological tool present in the students' written production, having as corpus for analysis the productions of two groups (A and B), both in printed and digital support in HagáQuê software.