Navegando por Assunto "Escrita - Ensino fundamental"

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Acesso aberto (Open Access)
Interferência da fala na escrita de alunos do sexto ano: descrição, análise e intervenção
(Universidade Federal do Pará, 2015-08-27) MENDES, Gilcélia Amaral; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
In this paper, we had as main objective to describe and analyze the interference of speech in the writing of students of the 6th of an elementary public school in the city of Belém-PA, in order to propose activities aimed at improving acquisition writing.The research, based on quantitative sociolinguistics, it had some steps: (i) data collection; (ii) screening and data encryption; (iii) roll of the dice in the statistical program VARBRUL; and (iv) analysis of data, preparation of charts and graphs. The corpus totaled 2.179 data distributed among writing problems by speech interference problems, equivalent to 1.360 occurrences and problems of writing (spelling convention problems), equivalent to 819 occurrences, being subjected to analysis following a targeted approach according to studies from Variacionist Sociolinguistic, based on Bortoni-Ricardo (2003, 2004), Cagliari (2009), Faraco (2012), Lemle (2003), Marcuschi (1997, 2007, 2010), Mollica (1998, 2013), among others. The results allowed us to conclude that students come to the 6th grade of elementary school presenting further interference of speech problems in your writing (62%) than those related to the lack of student's familiarity with the spelling conventions (38%); and also that these problems are correlated both socioeconomic factors (sex, income, parental education), and the language (genre, part of speech, nature of the lexical item and tone of the word or phrase). From these findings, we developed a didactic-methodological approach whose objective was to intervene before these difficulties presented, so that students can go forward to the series/ subsequent years with no more difficulties on writing and, thus acquiring greater language proficiency.
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/2565242209879834
This 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.
Acesso aberto (Open Access)
O professor como mediador no processo de produção escrita de alunos do 6º ano: estratégias para produção de textos
(Universidade Federal do Pará, 2016-12-19) ALVES, Gleicy Garcia; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This is a work aimed at the teacher in his role of mediator of the process of writing and rewriting texts, with the aim of identifying, Through a research-participant, the teacher's mediation in the process of writing and rewriting texts. They are collaborators of the research; 17 students of a school of the municipal public network of the city of Breves that carried out in classroom an activity written under the discursive genre Literary Memories whose texts served the analysis, as well as the Portuguese Language teacher responsible for the class, who was requested to report on how the student conducts mediation with the student in the process of writing and rewriting. For the analysis of the corpus, thus constituted, we considered the three types of corrections pointed out by Serafini (SERAFINI, 2004 apud GASPAROTTO/ MENEGASSI, 2013) and a fourth added by Ruiz (1998); Besides them, are references of this work, among others, the studies of Antunes (2008), Bakhtin/Volochinov (2004), Lopes Rossi (2008), Gasparotto e Menegassi (2013), PCNs (1998). The analysis of the results reveals the need for the teacher to reflect on his intervention practice, under the perspective of dialogic mediation, in order to perceive the importance of his role as mediator in the teaching/learning process and the relevance of the rewriting for the development of textual-discursive competence. From these results, it is proposed a Teaching and Writing Project, under the bias of the interactionist perspective of language, directed to the teacher with the aim of contributing to its practice, highlighting mediation and rewriting in the textual production process.