Navegando por Assunto "Escrita"

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Acesso aberto (Open Access)
Afetividade e conhecimento: a apropriação da leitura e da escrita por uma mulher
(Universidade Federal do Pará, 2005-01) FALABELO, Raimundo Nonato de Oliveira
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)
Conotação e metáfora no ensino da escrita para alunos da Educação de Jovens e Adultos
(Universidade Federal do Pará, 2015-07-13) RIBEIRO, Jandiassy Nazaré Braz da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
Contribuição da avaliação formativa para o ensino/ aprendizagem da produção escrita em turmas numerosas
(Universidade Federal do Pará, 2008-08-26) PORTAL, Michele Seabra; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Contribuições de uma abordagem processual para o desenvolvimento da escrita em inglês no ensino superior
(Universidade Federal do Pará, 2025-02-27) SANTOS, Daniel Carmo; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; HTTPS://ORCID.ORG/0000-0001-5403-0879; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
Writing is often neglected among the four essential language skills (listening, speaking, reading, and writing) in teaching English as a foreign language (Korth et al., 2017; Martínez, López-Díaz, & Peréz, 2019; Nondabula & Nomlomo, 2023). Considered challenging, writing ends up not being effectively and integratively addressed alongside the other language skills, being reduced to isolated activities in textbooks. Typically, such activities are also designed under the product approach to writing, where the written text is limited to a single version for correction by the teacher. In the undergraduate program of English Language and Literature at the Federal University of Pará (UFPA), Belém campus, students take five courses, Língua Inglesa 1, 2, 3, 4, and 5, to develop fluency in the language. However, writing remains one of the most challenging language skills for students. In light of this, this master's thesis presents research aimed at developing and designing a set of activities, called Write Up!, which uses the process approach to writing to help students in the English Language I course develop their English writing skills. The process approach contrasts with the product approach by considering different stages—planning, drafting, revising, editing, and publishing—that can be revisited to improve the text (Tribble, 1996; Harmer, 2015; Rhalmi, 2018). The methodology adopted in this research involved several stages leading to the materialization of the product, including planning based on bibliographic research, the development of activities, and validation carried out through expert evaluation, classroom testing, and feedback collection from students and the teacher. The results indicated that there is room to work on writing processually during the English Language and Literature course, and that this approach can contribute to the development of students' writing skills. Additionally, there is potential to raise students' awareness of the importance of valuing this skill both in their learning and in their future practices as English teachers.
Acesso aberto (Open Access)
Desempenho na grafia e na direção grafológica em função da postura e da dominância manual em destros e canhotos em famílias de renda baixa e média
(Universidade Federal do Pará, 2007-04-17) SILVEIRA, Francisca Morais da; MARTIN, William Lee Berdel; http://lattes.cnpq.br/8591034699611752
There are three distinct theories that seek to explain the origin of the inverted hand posture (IHP) in left-handers. McKeevers genetic model assumes that the trait is sex-linked, tied to maternal transmission via the X-chromosome, which accounts for the higher prevalence of IHP among males. According to the pathological model, the IHP stems from neuropathological factors, whereas the technical adaptation theory views it as a manual adaptation for coping with abductive demands implicit in the Roman writing system. Many adherents of the latter theory regard the posture as maladaptive, leading to physical problems and illegible script; they recommend that the noninverted posture be used. A previous study was conducted among 96 lower-income adolescents, 48 left- and 48 righthanded, subdivided by sex and writing posture. This investigation extended that study by evaluating an additional 106 students from middle income families, 64 right- and 66 lefthanders. The main objectives were to ascertain whether the IHP was associated with physical problems, birth complications, different patterns of graphological direction and inferior calligraphic performance, as well as to verify whether these characteristics varied with socioeconomic status. As a whole, the findings showed no relationship between IHP, physical and pre-natal problems. On the graphological stimuli, IHP left-handers, more so than noninverters and dextrals tended to draw horizontal lines right-to left; however on other drawing tasks they did not differ from the other groups. On the cursive and printed writing task, females consistently outperformed males. Left-handers committed more errors when printing, but not when In general writing cursively. Response time was the only dependent variable related to socioeconomic status: Middle class students wrote and printed sentences faster than lower-class students. In general, these results do not support the contention that the IHP causes physical problems or inferior calligraphic performance, and thus do not justify attempts to oblige left-handers to adopt the noninverted posture.
Acesso aberto (Open Access)
Discurso, ensino e formação de professores: o papel da escrita no estágio supervisionado
(Universidade Federal do Pará, 2016-05-30) VARGAS, Michele Freitas Gomes de; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
Ensino de leitura a partir de unidades mínimas a jovens e adultos
(Universidade Federal do Pará, 2002) SANTOS, Ana Cláudia Cunha dos; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
The Experimental Analysis of Behavior has contributed expressively to the production of knowledge applied to human problem solving. The behavior analysts have been producing a variety of studies that investigate the basic processes involved in the acquisition of reading and writing performances, and teaching procedures that may develop these repertoires. Some studies have obtained positive results using procedures that establish the control by minimal units of reading, syllables, starting teaching macro units, words. However, it may be possible to teach reading using other alternative procedures. This study investigates the efficacy of a teaching program that starts teaching reading from minimal units and then macro units, using behavioral technology. Four of six participants finished the program. All participants learned to read the taught words. One participant showed generalized reading when first tested, the other three participants needed repeated tests. Two participants developed construction of dictated taught and recombined words. Results indicate control by minimal units. Further research concerning stimulus control of writing dictated words, one important relation to be learned to achieve functional literacy, is necessary.
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
Acesso aberto (Open Access)
Hipo e hipersegmentação em textos de alunos do 6.º e 8.º anos: da análise dos problemas de escrita à proposta interventiva
(Universidade Federal do Pará, 2016-04-04) SANTOS, Flávia Leite Gomes dos; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This research aims to describe and analyze the acquisition of facts written specifically those related to the junction and segmentation of words in written texts of students of the 6 and 8 steps of the elementary school and propose an activity book to reduce the writing problems. The study is based on the analysis of texts produced by 40 students, divided into 20 students (10 of the sixth step and 10 of the eigth step) in a public school into as quilombo remaining in Juçatuba community, located in the municipality of São José de Ribamar, in the State of Maranhão. Written productions were selected according to the type of text (narrative and descriptive) and genres (personal letter, memory report, saying words and expressions isolated and image description). The collection of texts corresponded to the quantity of 160 texts. The results showed that the errors made by the students, considering the social factors sex (male / female) and series (6 and 8 steps) and linguistic variables (genres, part of speech and word length) favored the recognition of writing problems regarding junction of words occurrences and hyper because of possible problems about misunderstanding of spelling conventions. It was found that cases of junction of words occur in greater quantity than the hyper, contradicting the idea that at the end of elementary school students have few writing problems. It might also be noted that the joints are more common in specific genres such as saying words and expressions isolated, disfavoring, however, the idea of the incidence of a few "mistakes" spelling before greater monitoring of talking about writing. In this field, it is worth noting the expressiveness of occurrences of this same phenomenon in grammatical class of adverbial phrases, favoring the assumption junctions between words. As for the targets, as often it was the genre personal letter and word class names, considering the extent of words, as was the occurrence of hypersegmentation in trisyllable. Finally, research has shown to be relevant because it highlights the importance of complementarity between scientific and academic expertise and teaching practices in the classroom, justifications that made possible the development of an intervention proposal in school to ease the significant occurrences of the phenomena investigated.
Acesso aberto (Open Access)
Infância, linguagem e educação: o texto escrito por crianças no 3º ano do Ensino fundamental
(Universidade Federal do Pará, 2017-05-30) TRESCASTRO, Lorena Bischoff; AMARILHA, Marly; http://lattes.cnpq.br/7415412765980423; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This doctoral thesis, related to the research line in Education, Culture and Society of the Postgraduate Program in Education, at Federal University of Para, presents the research about the text written by children in the 3rd year of Elementary Education, in the interface between childhood, language and education. The aim of the research was to study texts written by children of the 3rd year of Elementary Education, in writing activities mediated by oral reception, visual reception and reading of questions, in order to investigate the condition of production that allows the creation of more creative than reproductive texts. This study, based on Bakhtin, Bruner and Vigotsky, sought contributions in the Sociology of Childhood, Narrative Studies and Discourse Analysis. This is a documentary research. The corpus consisted of twenty-five texts written by eight-year-old children, in the 3rd year classes of elementary school, at city public schools in Belem-PA. The children's text, written in a school context with the teacher's mediation, was seen as a school text in which it is possible to establish interlocution, taking it as an object of analysis in the course of the research in order to value the child's discourse. In the exploratory research of children's texts, three different production conditions for the child's writing were found, as it follows: (1) a story read aloud by the teacher, (2) a comic strip read silently by the child, and (3) reading a command from questions. Considering these three activities of school text writing, the guiding question of the research in the analysis of the corpus was: What activity of school text writing, among those mediated by oral reception, visual reception and reading of questions, enables the child of the 3rd year of the Elementary Education to write texts with elements that are more creative than reproductive? The study of the children’s texts pointed out that the production condition influences the text writing of the child: (1) the text written from a heard history tends to be more reproductive, pointing out the elements of the narrative; (2) text written from reading a comic strip tends to include dialogues between characters and new elements that were not in the comic strip; (3) in the text written from the reading questions what prevails is the answers to the questions that seem to function as a template to the answer-text. From the analysis of children's texts written from these three conditions of production, we found what prevails in the text writing by children in school literacy, the reading of stories enables the child to notice the structure of the narrative, the reading of imagery texts helps the construction of dialogues and the writing of more creative rather than reproductive texts and the reading of questions provides an answer-text template.
Acesso aberto (Open Access)
Os instrumentos formativos no processo de ensino/aprendizagem da escrita
(Universidade Federal do Pará, 2012) LAMEIRA, Renata dos Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
A interface oralidade, leitura e escrita na produção do gênero digital videoblog
(Universidade Federal do Pará, 2021-06-02) SILVA, Adriano Nascimento; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The purpose of this research is to analyze the Videoblog (vlog) as a discursive genre being used to teach Portuguese Language (PL) for students from 9th grade in a public high school located in the municipality of Santo Antônio do Tauá – Pará, considering oral, reading and writing skills. It is important notice the necessity of students being in a foward progress of writing and oral aspects although many of them have difficulties to produce writing texts, in addition make the oral skill works correctly in different contexts as well as the reading. From that the studies realized the hypothesis of considering the Vlog genre as a tool which contribute for teaching PL the most reflexive way since it must be necessary using the oral, reading and writing abilities to produce many interactions. Toward these studies, the general objective is: look into the relation among oral, reading and writing aspects into the process of teaching and learning of the students through activities that based on discursive Vlog genre. As specific purposes there are: investigate what the students already know about the Vlog genre, introduce the Vlog as a tool of teaching and learning writing and oral practice, encourage students to realize how is important to use suitability the orality in different communicative contexts as well as reading and writing skiils, produce Vlogs from experiences of these students. This research is based on literature from Bakhtin who studies aspects of language and dialogismo, Rojo and Moura (2012;2013) those approach the new resources of technology to teaching actions and also multiliteracy in the school, Menegassi (2010) about reading, writing review and rewrite aspects, Ataliba (2017) with regard to Vlogs. The qualitative-interpretive research with ethnografic characteristics have been developed as methodology of this study following up the steps: It applied some survey to the students, they attended to lectures, visited a museum the Tauá river, produced a presentation script, rehearsed and recorded Vlogs. The research has produced a Teacher guide from the analyses of the datas reached on it, an educational product based on Lopes-Rossi (2008) reading and writing project with adaptations. Their objective is advance what is considered a challenge through the educational process of students about Information and Communication Digital Technology aspects. Thus, the presented datas on this research have contribuited to understand what has been needed to submit as strategy for teaching PL through Vlog digital genre.
Acesso aberto (Open Access)
Interpretação de textos matemáticos: dificuldades na resolução de problemas de geometria plana
(Universidade Federal do Pará, 2010-04-23) PEREIRA, Reginaldo de Lima; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This dissertation is the result of a qualitative research which object of study is to analyze the interpretation of mathematical texts and the difficulties in solving plane geometry problems, from records produced by the researched subjects belonging to two classes of the Technical Course Integrated to High School in the form of Youth and Adults Education of the Federal Institute of Roraima in 2008, a group of Nursing and other of Laboratory. This analysis was conducted in the light of theorists such as Gilles-Gaston Granger and Ludwig Wittgenstein, which made me realize the "difficulties" found in the learning plane geometry, according to the precepts of the PCNs and noted in the analyzed records are given by through the complexity of the languages presented in the classroom, such as natural language and mathematical language. Subjects studied indicate "difficulties" in learning, when faced with the need to translate natural language to mathematical language in order to objectify through writing the solutions to the problems posed. These "difficulties" may lead them to discouragement, the withdrawal and / or truancy of study. For these reasons, I intend with this research find grants that may indicate ways to minimize this problem by encouraging them to study through research, daily reading, so that they are able to learn the math concepts with more ease and pleasure.
Acesso aberto (Open Access)
A interpretação e a comunicação das regras matemáticas na resolução de problemas de divisão por alunos da 5ª série do ensino fundamental
(Universidade Federal do Pará, 2010-03-26) LACERDA, Alan Gonçalves; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
Acesso aberto (Open Access)
Leitura e escrita: experiências teórico-metodológicas em sala de aula
(Universidade Federal do Pará, 2014-01) FALABELO, Raimundo Nonato de Oliveira; LEÃO, Dionéia Sanches
This articles intends to present a discursive view about the results of a research made with a first grade group of elementary school. Didactical and Cultural activities were developed in order to permit the exchange of experience, knowledge and wisdoms and enable interaction between the children who live in a reality of violence and exclusion of symbolic and corporeal property. According actions were happening, gradual changes were observed in the affective configuration in the classroom, provoking alterations and new ways of relationship of the children towards knowledge provided to them. It was observed that knowledge motivated children, making them see the links of affectionateness that are being produced in the relationships of learning. Getting aware of the learning, absorbing knowledge were actions that modified behaviors and attitudes of the children towards themselves, the teacher and their knowledge worked at school.
Acesso aberto (Open Access)
Ler, escrever e comunicar em matemática: habilidades requeridas para interpretar e compreender o texto
(Universidade Federal de Mato Grosso, 2013-12) LACERDA, Alan Gonçalves; SILVEIRA, Marisa Rosâni Abreu da
This article is part of the dissertation of the first author under the guidance of the second author who aims to investigate how the student interprets and understands the set of mathematical problems, and communicate their resolutions to the members of the interaction. Reading becomes a process to better understand the student as well as express the mathematical language. In the present study, two meetings were held. In a first meeting each participant individually solve division problems. Already a secondparticipants who solved individually were placed in pairs to solve division problems. Both the first and the second meeting were filmed and later transcribed and analyzed. The results showed that when the subjects have the ability to communicate in writing to the other of the interaction, they start to reframe their views, conjecturing new reading processes. This research also contributes to the communicative exchanges favoring the coordination of problem solving strategies used by students. We emphasize reading as an activity essential to interpret and understand the text and its interpreter.
Acesso aberto (Open Access)
Letramento visual com crianças em área de assentamento
(Universidade da Amazônia, 2017-02-23) CARDOSO, Maura Lúcia Martins; TEIXEIRA, Lucilinda Ribeiro; http://lattes.cnpq.br/4264593536351653
The present study deals with visual literacy, with children of the first year of elementary school, in the settlement area "Jesus de Nazaré", on the island of Caratateua, known as Outeiro. It arose from the desire to understand to what extent one can be more applied, to make the reading of images happen in a significant way in the classroom, since imagery can be constructed from effects of meaning. Visual literacy consists of the ability to see, understand and finally interpret and communicate what has been interpreted through visualization (ROCHA, 2008). Visual literacy is also the ability to understand and produce visual messages, a capacity that generates benefits to teachers and students resulting from the inversion of the domain of writing for the use of the image, thus producing a revolution in the uses and effects of literacy, requiring the reader A visual literacy (PROCÓPIO; SOUZA, 2009). The purpose of the images is to contribute to the acquisition process of reading and writing through cognition and visual perception. In this way, this research aims to identify the visual reading levels of the six children of the first year of elementary school I, of the settlement, through visual texts of the textbook used in class from questions by induction and responses by induction and abduction and by specific objectives to analyze the types of statements in the textbook of images worked with children; to analyze the visual literacy activities used by the teachers of the children of the settlement and to analyze the five images chosen by the researcher from the textbook adopted in the classroom. The problem is: does the use of visual texts makes children more proficient in reading and writing activities? Thus, in the methodological approach with regard to the problem approach, qualitative and quantitative research was chosen (KUHN, 2006), from the point of view of the objectives, the use of exploratory research and bibliographic research (GIL, 2007), including notes from the ethnographic method (PEIRANO, 2008) and in the analysis of visual texts (DONDIS, 2003) and (PEIRCE, 2005) and in the theoretical consistency of visual literacy (SANTAELLA, NÖTH, 1998) and (SILVINO, 2012) among others. The results of the research indicate that by means of visual texts, the children of the settlement become more skilled in reading and writing activities and the images contribute to the improvement of the level of comprehension of these children in the process of writing and reading. It concludes, then, the undeniable contribution of visual literacy in the territorial and textual frontiers of contemporary school life.
Acesso aberto (Open Access)
As letras humanas: os povos indígenas e o ensino da língua portuguesa na Amazônia Pombalina (1751-1763)
(Universidade Federal do Pará, 2012) CUNHA, Jonas Araújo da; RICCI, Magda Maria de Oliveira; http://lattes.cnpq.br/4368326880097299
Indigenous peoples who inhabited the valley of the Amazon during the period of Portuguese colonization were submitted at disctints times by different agents and various instruments, the incisors acculturation processes aimed at inserting the "civilized" world. As the use of humane letters understood the practice of reading and writing in the portuguese language the most evident. For a century (1650-1750) the Society of Jesus stood out among the regular orders who settled in the region such as that implemented more villages missionary catechesis aimed beyond the teaching of humane letters to the native peoples. In the second half of the eighteenth century in the context of the "Pombal Age" the State Luso, especially from the letters and reports of Francisco Xavier de Mendonça Furtado Governor of Grand Para and Maranhao between 1751 and 1759, officially denounced the view that the lamentable "state school" in the Amazon Valley evidenced in disregard of the missionary orders of the Jesuits in general and in particular with the teaching of the native subjects of the King. Proof of this most uncomfortable reality was the massive use of so-called General Language at the expense of the Portuguese language. Given this reality, and considering that the use of Portuguese language was the "cornerstone of civility" as expressed in the text directory that should be observed in the villages of the Indians of Para and Maranhao, The State encompasses and assumes the task of promoting teaching of humane letters in Villages, Towns and Places of the Amazon Valley. Job's successor Governor Mendonça Furtado Manuel Bernardo de Mello e Castro (1759-1761) will make great effort and personal commitment to fulfill, given the enormous structural and conjucture obstacles that presented themselves. This dissertation aims essential "better understand" these events, scrutinizing the process, highlighting their struggles and reflecting on their consequences for the indigenous people who experienced it.
Acesso aberto (Open Access)
A mediação da afetividade e experiencia teórico-metodológica de leitura e escrita
(Universidade Federal do Pará, 2013-04) FALABELO, Raimundo Nonato de Oliveira; LEÃO, Dionéia Sanches
This articles intends to present a discursive view about the results of a research made with a first grade group of elementary school. Didactical and Cultural activities were developed in order to permit the exchange of experience, knowledge and wisdoms and enable interaction between the children who live in a reality of violence and exclusion of symbolic and corporeal property. According actions were happening, gradual changes were observed in the affective configuration in the classroom, provoking alterations and new ways of relationship of the children ÔÁtowards knowledge provided to them. It was observed that knowledge motivated children, making them see the links of affectionateness that are being produced in the relationships of learning. Getting aware of the learning, absorbing knowledge were actions that modified behaviors and attitudes of the children towards themselves, the teacher and their knowledge worked at school.