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Navegando por Assunto "Ensino Fundamental"

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    O ensino de História em sons e imagens: patrimônio histórico-cultural, memórias e olhares do presente na produção de um documentário sobre a base aérea de Igarapé-Açu
    (Universidade Federal do Pará, 2021-12-28) SOUZA, Manoel de Jesus Manito de; ESTEVES, Carlos Leandro da Silva; http://lattes.cnpq.br/6758802097773377
    This dissertation entitled the history teaching in sounds and images: historical heritage, memories and views of the present in the production of a documentary about the Igarapé-Açu air base, within the research line, historical knowledge in different spaces of memory, methodologically was carried out with the direct participation of 9th grade students from the Cônego Calado school in the 2020 morning period, who participated in the preparatory workshops for research on the air base, preparing inquiries and conducting interviews together with this research teacher who was the coordinator- overview of this work, from the preparation and application of workshops, questionnaires, filming and editing the product of this dissertation, which is a documentary video with the same title as the dissertation, the work was also done through a series of interviews with former and current residents of igarapé-açu to gather information about our research object, at the air base, we did research bibliographic research on the topic and research in newspapers from the Second World War in Belém, and we filmed the air base. The objectives of this research with students were to know the history of the Igarapé-Açu air base, a remnant of the Second World War and to think of ways to use this cultural asset in History classes, providing a decolonial learning process that would take 9th grade students to thinking critically about the historical and cultural assets of your city, as well as realizing that in your location history is made, we also aim to produce a 28-minute documentary about the air base of Igarapé-Açu, filming the location and interviewing elderly people who they lived with that space while it was active and also interviewed other researchers who had already produced knowledge about the air base or the manifestations of the Second World War in Igarapé-Açu. As sources we used oral and written interviews through dozens of questionnaires distributed in different geographies of the city of Igarapé-Açu and for different people, queries to printed newspapers from the time of the Second World War, queries to the air force command in Belém, we also used old photos of the city of Igarapé-Açu and the air base.
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    História local e ensino de História: as memórias da paisagem do bairro Carananduba, na ilha de Mosqueiro, Belém-PA
    (Universidade Federal do Pará, 2023-06-12) COSTA, Roberto Souza; CHAVES, Túlio Augusto Pinho de Vasconcelos; http://lattes.cnpq.br/0678870505162412; https://orcid.org/0000-0002-4008-5235
    This dissertation has as purpose to promote history teaching through the mermories of Carananduba neighborhood in Mosqueiro island, Belém – Pará, offering a significant learning to the eighth and nineth period students on elementary level from “Prof. Abelardo Leão Conduru School”, to support a construction and perception of seeing, feeling and think about the neighborhood, taking as a theorical assumption the urban history, understanding the importance of building and valuing local history, this last one is used as a necessary connection to understand a broader context in wich the neighborhood is inserted. Various activities were proposed to execute this work in and out of school, such as applying questionnaire to students using different sources and interviewing the local people. For the interviews the methodology of oral history was used, it demanded preparation and guidance, for instace an elaboration of an interviewing script. . The proposed activities search to encourage students to assume a historian attitude in relation to the reading and analysis of sources and promotion of the recognition of the historicity of themselves, others and the place where they live. An online questionnarie was also applied to teachers that teach to elementary school in order to understand how they establish activities focusing on local history. All the material obtained was analyzed based on the technique of thematic categorical content analysis. From this, it was possible to notice what knowledge the students had about the history of the place where they live and, in addition, to visualize the positive aspects and the limitations of teaching practices aimed at the local studies. The propositional dimension of this dissertation constitutes a website to teachers and it is expected that it will serve as a guide for their teaching practices focused on the study of local history, allied to this, that it constitutes a space for sharing of knowledge in constant growth and dissemination of other teaching experiences of the genre.
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    Leitura de contos mediada pelo professor, em sala de aula, nos finais do Ensino Fundamental
    (Universidade Federal do Pará, 2019-04-22) SILVA, Leliane de Cássia Gonçalves; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
    The master's dissertation Reading of short story mediated by teacher in the classroom in the final years of Elementary School consists of a proposal for pedagogical intervention, in which an experience of reading formation is presented through the reading and discussion of literary works with students of a public school in Cametá, municipality of the State of Pará. It is assumed that with this implementation it would be possible to make them proficient citizens in literary reading, that is, readers capable of constructing experiences, knowledge, connections from the literature and its inherent process of humanization, which corresponds to the recognition of the condition of being human, thus enabling its literary education. This work results from the recognition, after the entry in the PROFLETRAS Masters, of the almost disappearance of reading literary works in the classroom, especially in the last four years of Elementary School (6th to 9th year), although theoretical reflections point to their significant contributions to our process of humanization and critical view of the world. In order to scientifically verify this empirical reality and the structural aspects that lead us to situate the reading, understanding and interpretation of students participating in this project as a concern to be explored, we used a questionnaire in a 9th grade class with objective and subjective questions related to their personal data, the formation and profession of their parents and their literary reading practices, to, from this sampling, to know who this audience is, what kind of contact they would already have with literature and at the end of this action, the results of this teaching would be positive for proficiency in literary reading. The theoretical assumptions about the teaching of reading literature are concentrated in Brazilian scholars as Antonio Candido (1995), Ezequiel Theodoro (2008), Regina Zilberman (1991), Marisa Lajolo (2000), Rildo Cosson (2014, 2016) and Luzia de Maria (2016),beyond the foreign theorist Tzvetan Todorov (2009).We also choose a proposal of intervention based on the theory of action research of Michel Thiollent (1986) and the attempt to subsidize the experience with the literary reading in this empirical reality was from the basic sequence proposed by Rildo Cosson (2016), consisting of four stages: motivation, introduction, reading and interpretation, with some changes, as well as reading work developed by Luzia de Maria (2016): for this we had as corpus the tales “Restos do carnaval” e “Uma história de tanto amor”, of the writer Clarisse Lispector; and tales “Zeus ou A menina e os óculos”, “Era uma vez” e “Velas. Por quem?”, of the paraense writer Maria Lúcia Medeiros. Living in a society that increasingly demands the understanding of the written word, the classes were designed in such a way that our student of the Basic Education, mediated by the teacher, before, during and after the reading of the literary works had its place of speech preserved, not only listen them - in silence -, but also interacting and experiencing the literary communication for a literacy for citizenship.
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    Leitura de poemas em sala de aula: uma proposta para a educação literária do 9º ano do Ensino Fundamental
    (Universidade Federal do Pará, 2020-08-13) NASCIMENTO, Paulo Sérgio Maia do; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
    The Professional Master's degree dissertation, entitled: Reading of poems in the classroom: a proposal for literary education in the 9th Grade of Elementary School, aims to promote literary reading in a 9th grade class in a public school in the municipal elementary school system, located on BR 316, in the municipality of Ananindeua in the state of Pará, Brazil. Based on the perceptions of the difficulties that students have in understanding and interpreting poems, we sought to implement activities in order to, if not solve, alleviate this reading problem of texts of the poem genre. With this, we intend to improve the reading competence of students and provide them with literary education that is increasingly losing its place in the pedagogical practices in elementary school in Portuguese classes. This work started with a class from the eighth grade of the morning shift and continued, practically with the same students, into the ninth grade in the afternoon shift. Regarding the methodology, we followed, in an adapted way, the strategies of Cosson (2014, 2018) with its basic sequence to develop the pedagogical activities: motivation, introduction, reading and interpretation. We also rely on the theories of Thiollent (2011) to guide research-action in terms of quantitative and qualitative aspects. To give support to our ideas about teaching literature reading, we sought the knowledge of the following writers: Petit (2009), Lajolo (2002), Zilberman (1991), Zilberman and Silva (2008) and Todorov (2009); in addition to theorists on reading poetry in the school space, such as Aristotle (2008), Candido (1996, 2000, 2006), Gebara (2002), Pinheiro (2018), Pilati (2018), Sorrenti (2013).and We selected the following poets for the implementation of the activities with their respective chosen poems. From the literature of the national canon, the corpus: Mario Quintana, “The adolescent” and “The note”, Manuel Bandeira, “Poem taken from a newspaper news” and “I am leaving for Pasárgada”; Cecilia Meireles, “Either this or that” and “Woman in the Mirror”. And from the Pará canon: Bruno de Menezes, “Poetry IV” and “Beat”; Max Martins, “Ver-o-Peso” and “The House”; Olga Savary, “Narcissus” and “Life: Duel of contrasts).
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    Os operadores argumentativos no processo de leitura e de produção textual: uma proposta de ensino para alunos do 9º ano
    (Universidade Federal do Pará, 2021-04-12) SOUZA, Adriane Andrade Souza de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
    The present research has as its theme the teaching of argumentative operators in discursive genres of the journalistic domain regarding the reading and writing process of elementary school students. The interest in developing it emerged in the classroom routine, as a Portuguese language teacher, when observing the students' difficulty in building, with proficiency, appropriate argumentative texts, including the mastery of linguistic operators that signal the relationship built between arguments. As a general objective, we elected to elaborate a didactic proposal for students of the 9th grade of elementary school, from a state public school in the municipality of Igarapé-Açu, Pará - Brazil, which expands their knowledge about the construction of textual argumentation through argumentative operators. To fulfill the intended objectives, the present research, of a qualitative character, was developed in two distinct stages: the first referring to the construction of information about the knowledge that the students have, about the argumentative operators when proceeding to the reading and production of texts by argumentative excellence; the second concerning the elaboration of a teaching proposal based on the model suggested by Lopes-Rossi (2002). To support the research, the studies of argumentative semantics developed by Ducrot (1987, 1989) and theoretical constructions of functional linguistics in Halliday e Hasan (1976), Haiman e Thompson (1984), Lehman (1988) and Van Dijk (1981, 1992) and the studies systematized by Koch (1995, 2003, 2009, 2015) in the context of textual linguistics. The diagnostic evaluation showed results relevant to the elaboration of the teaching proposal, which, in summary, point to the fact that most students use argumentative operators, but have a limited command of the existing possibilities of the language, as well as revealed the use of discursive relations. conjunction (additive) with the operator and with frequent frequency by editors. It was also evident the lack of knowledge of the importance of argumentative operators in signaling semantic-argumentative relations in the text, which justifies the relevance of developing a didactic proposal with a view to promoting more knowledge about the argumentation built by linguistic resources.
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    Pedagogia materialista histórico-crítica: o conto literário como proposta de ensino-aprendizagem de língua materna
    (Universidade Federal do Pará, 2021-06) OLIVEIRA, Valdeci Batista de Melo; SMITH JUNIOR, Francisco Pereira; BONIATTI, André; BONIATTI, Edina
    This article intends to discuss and bring up ideas for the development of a historical-critical materialist pedagogy within the Portuguese language classes, emphasizing questions and activities to be developed in Elementary School, but which can be applied with variations in other grades too. The texts chosen for analysis and development of the didactic sequence were A Festa no Céu (The party in the Sky), a traditional Brazilian tale narrated by Luís Câmara Cascudo andThe fox and the grapes, one of Aesop's fables. Thus we intend to contribute to the teaching of Portuguese language in Brazil and with the literature`s teaching in Latin American`s Elementary School, reflecting the voices of a pedagogy focused on humanization, critical thinking and reflection on the reality that surrounds us. For this study, we used the theoretical contributions of Labov (1997), Barthes (1976) e Fiorin (2008).
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