Navegando por Assunto "Leitura"

Agora exibindo 1 - 20 de 57

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Afetividade e conhecimento: a apropriação da leitura e da escrita por uma mulher
(Universidade Federal do Pará, 2005-01) FALABELO, Raimundo Nonato de Oliveira
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"Amor de Maria", Inglês de Sousa: uma leitura sob a perspectiva de gênero
(Universidade Federal do Pará, 2008-06) ARAÚJO, Israel Fonseca
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Aplicação de um programa de ensino de leitura e construção de sentenças para crianças com autismo
(Universidade Federal do Pará, 2016-09-28) PAIXÃO, Glenda Miranda da; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Autism Spectrum Disorder (ASD) is characterized by significant disturbances in communication, social interaction and other children's behavior. These disturbances may restrict the development of equivalent stimulus classes, which may hinder the development of repertoires such as reading and writing. To prevent or remedy difficulties in developing these repertoires, behavior analysis studies have applied the Constructed Response Matching to Sample (CRMTS) procedure, in which is required pairing response to the model from the selection of stimuli that compose it. Using this procedure, a series of three studies were conducted with three children diagnosed with ASD, in which were gradually taught to build words and sentences of two to five components and tested the textual reading and reading with comprehension and, as well as the construction of new sentences. The stimuli used were visual and auditory responses and the observation and selection responses got along from the touch on the computer screen. Two children showed textual reading and comprehension, in addition to the widespread construction of three and five terms sentences, showing maintenance of the repertoire after fifteen and thirty days. One child showed textual reading and comprehension, and general construction of sentences with two terms. A fourth participant was exposed to the teaching procedure, which is applied by the mother, showing textual and comprehension reading, and general construction of sentences with five terms, also demonstrating maintenance. The data indicate that there was equivalence classes and ordinal classes formation, maintaining these repertoires even after a period without exposure to tasks for children diagnosed with ASD.
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Arquivos, bibliotecas e periódicos na Vigia oitocentista
(Universidade Federal do Pará, 2011-09-01) ARAÚJO, Joseane Sousa; SOUZA, Simone Cristina Mendonça de; http://lattes.cnpq.br/9233950092812632; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
The 19th century was a period in history marked by changes in the Brazil. These changes happened in some aspects as social, cultural, political and economic. This transformation also appears in the Literature. The provinces of the Brazil were marked by this movement, for example: a little city of Pará called Vigia de Nazaré. This city rose to Literary History of the North by the formation of a society: The ―SociedadeLiterária e Beneficente ―Cinco de Agosto‖. Togheter this society other facts helped to construct a group that wished an intellectual development. This group wanted the rise and the social recognition. The activity which passed the city, during the nineteenth century, created mentality and helped to create a reading group. The aim this work is to write the process of creation this community throughout the history, as well as to reveal some facts happened inside this process and which changed the habit of a little city.
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A avaliação da compreensão leitora em espanhol língua estrangeira: análise de provas de vestibular
(Universidade Federal do Pará, 2007-05-31) SÁEZ BENEYTEZ, María Freya; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
It aims to analyze in a quantitative e qualitative way the avaluation of Spanish as a Foreign Language reading comprehension in Northern Brazil University entrance examinations, to be able to prove the types of reading operations – and, therefore, of models – favored in the tests analyzed; to establish a relationship between the collected tests and their underlying didactic conceptions; to identify some problems in the test items based on a series of quality parameters; to analyze the validity of the selected tests; and to detect possible differences between the examinations elaborated by public and private Higher Education Institutions. This analysis demonstrates, on the one hand, a tendency to prioritize bottom-up reading models, with the subsequent valuation of low level cognitive operations and lexicalgrammatical aspects of language, as a consequence of a didactic reading conception based on a Structuralist approach. On the other hand, this study shows the existence of serious deficiencies in the University entrance examination items, which affect their validity.
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Conhecimento técnico e atitude no ensino de língua portuguesa
(2009-12) FAIRCHILD, Thomas Massao
Contrary to the idea that the technical knowledge of the teacher of a native tongue serves primordially to the content of its teaching or to the planning of classes, this article discusses the precept that such knowledge should be seen as the basis for the creation of an attitude to be maintained in face-to-face interactions in the classroom. This attitude relates to the constant need to make decisions before the unexpected, and points to the construction of a specific discursive place for the language teacher - that of someone who listens to the student's words and enlaces them to his or her own words, so as to make sure that the assumption of the position of subject follows a reflection about the linguistic means available to such end. As an example to fuel this debate, the text describes the case of the unusual interpretation made by some students of the word "rataria" present in one of Monteiro Lobato's works. Some of the possible attitudes before this reading mistake are discussed, as well as their implications: to request a change in the answer, to modify the didactic material, to make explicit the linguistic work underlying the mistake, or to use the mistake as a pretext to other activities. The procedures discussed are based on the premise that mistakes and other unforeseen manifestations not only reveal procedures of construction of knowledge, but also offer important opportunities for the teacher to include him/herself into the student's word, being, therefore, a fundamental aspect in the construction of a relationship in which teaching becomes possible.
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A constituição dos sentidos a partir do gênero multimodal tira
(Universidade Federal do Pará, 2019-06-25) RODRIGUES, Marta Goreti do Nascimento; RODRIGUES, Isabel Cristina França dos Santos; ttp://lattes.cnpq.br/0226549641470972
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Contos de Grimm e novos contos de Grimm: tradução e adaptação em Monteiro Lobato
(Universidade Federal do Pará, 2016-04) TRUSEN, Sylvia Maria
Monteiro Lobato’s work is well known in the field of literature for children, and so is his effort to emancipate the genre of European canons. However, his task as translator to transfer and circulate a large number of foreign literature works within the national environment, seems to contradict his project of founding a own Brazilian children’s literature. With the review of the reception of the Grimm´s collection in his work, especially the adaptations of Grimm Fairy Tales and the New Tales of Grimm, the task is therefore to analyse how Lobato has reconciled the purposes in apparently disagree.
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A criatividade na leitura e produção de textos literários na escola de Ensino Fundamental
(Universidade Federal do Pará, 2020-08-31) PAES, Claudemir Almeida da; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
It was investigated, in this study, the place of creativity in formal education, in particular in Portuguese language classes at the elementary school, in order to build proposals for approaches and activities that promote creativity in reading and in the production of short narrative texts by 31 6th year students from a municipal school in Breves (PA), located on the island of Marajo. For this study, it was adopted the action research as a methodological position (THIOLLET, 2001) and involved, in addition to the survey and reading of the relevant bibliography to the theme, the use of preliminary exploratory instruments – a questionnaire and a sequence of textbook activities - to evaluate the reading and creative production of narrative texts by students and the consequent elaboration of a proposal for activities. This dissertation starts from the discussion of the complex concept of creativity, its evolution in Western thought and its relationship with formal education since, mainly, the studies of Alencar (2003, 2018, 2019), Lubart (2007) and Vigotski (1998); it continues with questions related to the teaching of reading and writing, adopts Geraldi (2010), Kleiman (2000), Maria (2016) and Colomer (2007), in addition to Rodari (1982) for the aspects of creative writing; it also describes the context and presents the results of the exploratory research; until concluding with the proposal of activities for the promotion of creativity in (and through) reading and writing narrative texts. The proposal was structured in 14 weekly meetings of 1h30 of duration, with reading texts of the oral culture of the municipality (“Mário Curica lost an eye.”), a narrative by Drummond (“The incapacity to be true”), and the two narratives initials of the book The Adventures of Little nose by Monteiro Lobato (“Little nose” and “Once”) and production and socialization of students' texts on literary clotheslines and virtual platforms.
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A crítica literária aos romances “Chove nos Campos de cachoeira”, “Marajó” e “Três casas e um rio” na imprensa do Rio de Janeiro
(Universidade Federal do Pará, 2015-03-11) MOREIRA, Alex Santos; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
Discredited as a critical model, impressionistic criticism until the first half of the twentieth century dominated the literary debate in Brazil and its performance was hegemonic in the literary supplements of newspapers, magazines and weeklies. It is known that for a long time, it was the main source of readers’ guidance, revealing reading keys, clearing plots, playing characters and most of all it was also the living bond responsible for the link between the work and the reader and between literature and everyday life. Thus, this paper studies the literary criticism in the press of the city of Rio de Janeiro on the first three novels of Pará Dalcídio Jurandir writer (1909-1979). Show how Chove nos Campos de Cachoeira (1941), Marajó (1947) and Três Casas e um Rio (1958), in its immediate context of publication, were read by critics considered Impressionist. We intend to recognize how consolidated the meanings of these books, elucidate the critical procedures of the first assessors Dalcídio Jurandir and raise new hypotheses that help the new readings of these novels to go beyond what is laid by the current critical system.
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Da infância à maturidade: uma leitura do conto as cerejas de Lygia Fagundes Telles
(Universidade Federal do Pará, 2007) RAMOS, Liliane Batista
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Dalcídio Jurandir: leitor e criador de personagens-leitores no ciclo do extremo Norte
(Universidade Federal do Pará, 2019-08-30) COSTA, Regina Barbosa da; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592; https://orcid.org/0000-0001-7597-7834
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O desenvolvimento do conhecimento leitor de alunos do 8º ano: um trabalho com textos de memórias literárias contadas por contadores antigos de Castanhal
(Universidade Federal do Pará, 2019-02-28) SILVA, Idaléia Cruz; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
This thesis focuses on a study upon reading proficiency development of Grade 8 students based on literary memories. The research involves qualitative-interpretive, experimental research and applied methods. Likewise, it is on the basis of Bakhtin Circle as well as other scholars who have epistemologically taken the same strand. Concerning to reading practice, it followed the approaches by Britto (2012) and Menegassi (2010; 1995). It is noteworthy that this study was accomplished in partnership with the research project Dialogism on Linguistic Practices from Discursive Genres Approach (UFPA- Castanhal). The research starts from the hypothesis that the implementation of a work with reading activities and under a dialogic bias makes it possible for elementary students to develop their own reading skills. In terms of overall objective, this work mostly pursued to scrutinize the possibilities and consequences of working with literary memory genre regarding Grade 8 students reading proficiency. It comprises the following specific objectives: a) implement an experimental proposal with texts of literary memories, containing stories of the people from Castanhal; b) to verify whether the activities with texts of literary memories told by former residents of Castanhal were effective or not from an analysis of students’s school performance. In order to explore such hypothesis and reach the aforementioned objectives, it was conducted a diagnostic reading in the classroom with the chosen discursive genre aiming to cover students’s comprehension. The diagnosis displayed a higher number of correct answers in the decoding and literal levels, reasonable problems in the inferential level, and a more significant difficulty in the interpretative one. In accordance with the results taken from it, it was proposed an educational intervention, which contains four workshops about this genre and based upon Lopes-Rossi (2008) methodology. Afterward the step in the classroom, it was selected 12 attendees written responses as sampling for the qualitative analysis. Findings provided insights that most of students were able to understand question statements, to find explicit and implicit information in the texts as well as to make inferences, mastering literal and inferential levels of comprehension. Additionally, they also combined the discussed issue with their own background knowledge to produce personal answers, what highlighted their interpretative proficiency. From this progress, students successfully made value judgement on their own, and built up meanings about the approached text. Results underlined that with the implementation of this Educational Reading Project through literary memory genre it was possible to enhance Grade 8 students’s proficiency.
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Dialogic reading of a novel for children: effects on text comprehension
(2014-08) FLORES, Eileen Pfeiffer; PIRES, Laís Fernandes; SOUZA, Carlos Barbosa Alves de
Experimental studies have shown positive effects of dialogic reading of picture books (reading aloud interspersed with prompts and feedback for verbalizations by the listener) on the vocabulary and verbal expression of small children. This study assessed the effect of dialogic reading on the comprehension of a children’s novel by three children aged 7-8 years, using a single-subject reversal design. In Condition A, the text was read without intervention. In Condition B, reading was interspersed with dialogic interventions based on narrative functions. Comprehension was superior in all measures in Condition B for the two participants who underwent the B-A-B design, however, not for the participant who underwent the A-B-A design. We discuss possible interactions of dialogic reading with characteristics of text genre and the need for systematic replications with more sessions and reversals of conditions.
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Do desmatamento ao turismo: a construção de sentidos a partir da leitura de notícias sobre a Amazônia paraense
(Universidade Federal do Pará, 2020-09-29) MAGALHÃES, Degivane Lima; CUNHA, Marcos André Dantas da
This research arose from the need to search for educational activities that effectively contribute to the formation of the reading subject through reading teaching practices in a discursive perspective, taking into account the construction of meanings of Paraense identity by the student subjects, from reading news about the paraense Amazon. Delimited as the foces o four analysis, two themes that can be seen as dichotomous, they would point to something positive and something negative about Pará, which are, deforestation and tourism. In this way, we will seek in this research to work on reading and the construction of meanings based on readings of texts of this kind, especially those that bring discourses about Paraense identity (s). In this study, we used the theoretical and methodological assumptions of Discourse Analysis - AD of French tradition, especially in the conceptions of Foucault (1996; 2004; 2007; 2009), Pêcheux (1995; 1997), Orlandi (2001; 2006; 2015), Gregolin (2007), Cunha (2011), among others. In this sense, we aim that these students can glimpse what are the main social and cultural references that surround the Paraense identity and how they are processed in their reality. This study was developed with a 8th grade of elementary school in a public school in the municipality of Igarapé-Açu-PA. To make our research feasible, the main methodology used was based on action research, of a qualitative nature. The corpus was formed from clippings of responses from student subjects about the reading of news on the theme of deforestation and tourism; related to the state of Pará.
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Efeito da competência leitora nas estratégias de organização perceptual da cena visual em escolares
(Universidade Federal do Pará, 2023-02) RESQUE, Deusa Priscila da Silva; MATOS, Felipe de Oliveira; http://lattes.cnpq.br/4207066833785568; https://orcid.org/0000-0002-4926-4694; PEREIRA JUNIOR, Antonio; http://lattes.cnpq.br/1402289786010170; https://orcid.org/0000-0002-0808-1058
The current Brazilian educational scenario, evaluated by different national and international indicators, has shown alarming results in mathematics, science and especially in reading. The country is in the last positions in all evaluations. For the change of this scenario, urgent educational measures that respect the student's biological and social development are necessary. The applied neurosciences to education emerge as a theoretical model of aid for pedagogical practices that aim to improve quality in education. An important contribution of neurosciences in education is focused on reading, through a theoretical/practical contribution on brain functioning those points more effective paths for literacy with a view to reading competence. In this sense, it was possible to understand that the human species has not yet developed a specific neural system for reading, using other brain structures for this function, ie literacy depends on a neural recycling process of brain structures associated with Sensory, motor and language functions, as is the case with brain regions associated with faces recognition, to accommodate the decoding of the written word. The aim of this study is to investigate reading in school -age children. To this end, the present thesis divided into two studies: Study 1 that investigates the inhibition of the generalization of letters in mirror in school -age children and the study 2 that investigates the relationship between reading competence and perceptual organization strategies of the visual scene in schools . Both studies were conducted in three public schools in the Belém do Pará Metropolitan Region, Brazil. Altogether two hundred and thirty -one subjects aged 6 to 10 years (113 boys, 8.2 ± 1.4 years and 118 girls, 8.2 ± 1.4 years), enrolled 1 to 5th years, were recruited, 1,2 ± 1.4 years old) elementary School. Among these eighty -eight subjects were students from school 1, fifty -two from school 2 and ninety from the school 3. In all, six tests were applied, each school participated in a different group of tests. Our results show that the performance of boys in the 6-10 year old is different from that of girls in the same age group for the reading competence test, with boys with higher performance, although it is not possible to establish differences between genders to the perceptual closure test. What's more, while boys performed significantly better in the rotation of letters in the older group, girls' performance was similar in both groups. This pattern is reverse for the mirror's task, with the older girls surpassing their younger counterparts and the boys performing similarly in both groups. Since the age period of our sample is not associated with large variations in reproductive steroid levels, we propose that the similarity of performance between younger and older girls in the mental rotation of letters may be associated with society's traditional attitudes and expectations and expectations about the relationship between spatial visual skills and gender. As for the mirror's task, while only girls showed a significant difference between the two age groups, the boys showed improvement, as expected by the mirror generalization inhibition to letters during reading. These findings are relevant to the development of more effective future strategies for optimizing the literacy process of school -age children, combining education and neuroscience. For this, more studies must be performed and the number of subjects investigated should be expanded.
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Efeito do ensino de discriminação condicional de sentenças sobre a emergência de relações sintáticas para deficientes auditivos.
(Universidade Federal do Pará, 2015-08-31) SANTOS, Rafael Ernesto Arruda; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The growing contingent of deaf people in human society has a fundamental basic reading academic behavior in social inclusion policies. The proposed study seeks to observe the teaching of conditional discrimination sentences on the emergence of syntactic relations, from the construction of sentences in the affirmative and negative assertions in deaf children. Pre-tests verify the repertoire readings in LBS and Portuguese. The study used three sets of stimuli: A - Signs in LSB, B - words written in Portuguese and C - figures. The conditional relations AB and AC were taught and BA relations, CA, BC and CB tested with no differential feedback. The procedure adopted was matching-to-sample (MTS) to teach reading words. After training and testing, the participant was exposed to the constructed-response matching-to-sample (CRMTS) of affirmative and negative sentences. The participant should write sentences in the presence of a model (LBS signals or written sentences), from words written in Portuguese (or LBS) to compose the affirmative sentences and negative sentences. Next, specific tests for CRMTS evaluated the formation of new sentences, including a recombination test.
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Efeitos de regras descritivas, presentes em histórias infantis, e de monitoramento sobre o comportamento de ler
(Universidade Federal do Pará, 2011-06-07) CARVALLÓ, Bruna Nogueira; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
The present study assessed the effects of descriptive rules present in four children´s stories and the effect of monitoring on the emission and engagement time of reading behavior in eight children. Semi-structured interviews were conducted with the teachers and responsible with the objective of collecting reports on the children´s performance in reading activities in school and domestic contexts, respectively. There were also interviews with the children, which had the objective of identifying their preferences among the activities worked in the Activity Choice sessions. The participants were divided in two experimental conditions. Each experimental condition was composed by three phases (Pre-test, Test and Post-Test). The Pre-Test and Post-Test phases were equivalent to four sessions of Activity Choice. The Test phase consisted to four story reading sessions interspersed with four Activity Choice sessions. The stories presented descriptive rules showing the advantages of the emission of reading behavior and the disadvantages of the non-emission of this behavior. Each Activity Choice session corresponded to the presentation of six different activities (Playing, Drawing, Painting, Cutting and Pasting, Modeling and Reading). The participants´ free choice among the activities and their engagement time were registered. The two conditions differed in the Test and Post-Test phases. In Condition I, the experimenter was absent during the Activity Choice sessions. In Condition II, the experimenter was present during the Activity Choice session. All participants, regardless of experimental condition, increased the time to engage in the activity of the Read the Pre-Test for the Test Phase and all participants remained engaged in this activity during the Post-Test. The results suggest that the continued exposure to the stories was efficient in increasing emission and engagement time of the reading behavior in children, with this behavior being supervised or not.
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Efeitos de sobreposição de palavras sobre a composição de sentenças sob controle condicional
(Universidade Federal do Pará, 2011-02-18) CORRÊA, Diogo Rodrigues; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The construction of units ordered language is an object of study of syntax and of fundamental interest to research the study of behavior. Syntactic performances often involve changes that take place in word order between different linguistic contexts. The aim of this study was to investigate the emergence of the composition of sentences written from the teaching of overlapping words with conditional control. It was still intended to examine the maintenance of performance from the reapplication of the test with new sentences. A software was developed for submission of programmed contingencies of teaching, testing and recording of behavioral data. The study included six children ranging in age from eight to ten years of a social institution. Four sentences, two in the active voice and passive voice in two participants were taught the procedure of overlapping words. The participant's task was to compose sentences written by choice, the computer screen, words presented in unpredictable order. After teaching for overlapping sentences in active and passive voice, they were conditionally related to the red and green respectively. Substitutability tests checked the production of new sentences. After about forty-five days without contact with the experimental contingencies, the emerging performance was again assessed. All participants reached the criterion for accuracy at the stages of education. In tests of substitutability, a participant has reached 87.5%, two had 75% and for others, the percentage of correct answers was 62.5%, 50% and 37.5%. A second study was carried out increasing the number of attempts to teach for three of the participants who had a poor performance with conditional control. The results showed that two of the participants (LUC and DAN) had 100% and 87.5% accuracy in the tests with new sentences. The participant POL reached only 62.5% accuracy in testing. The results suggest that refinement of the procedure for two of the participants produced sentences with the emergence of conditional control, regarding the performance of those participants in the first study. The participants' performance in re-testing is still debatable with maintenance only one participant. This study shows that the teaching procedure for overlapping words can generate the composition of sentences with few errors. The conditional control needs to be well established and variables such as order of training needs to be investigated.
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Emergência de leitura recombinativa de frases em crianças de escolas públicas
(Universidade Federal do Pará, 2010-03-05) VALE, Juliana Baía do; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
One of the main complaints in the academy concerns reading comprehension difficulty presented by a large segment of Brazilian students, at the various learning levels. Equivalence paradigm has contributed for the understanding of the behavior processes involved in the acquisition and understanding of the texts reading repertoires. This study, through systematic replication, aimed to: 1) verify the outcome of syllable discrimination teaching in textual reading emergency of words and teaching and recombined phrases; 2) investigate the effect of a teaching procedure of discrimination of dictated and printed words (AC) in reading emergency with understanding of words and teaching and recombined phrases; 3) program a teaching procedure capable of producing few or no mistakes at all; 4) improve the procedures used by previous studies, making them more efficient and economical with less performance variability among the participants. The stimuli were auditive, visual, and auditive - visuals (syllables, words, and spoken and printed phrases, as well as printed pictures). Conditional discrimination teaching was done between words/ spoken phrases and pictures (AB Relation) syllables/ words/ spoken phrases and printed stimuli AC relation). Six experimental phases were programmed. The reading unit was gradually expanded during the phases, and by Phase V they were composed of demonstrative pronouns, concrete nouns, adjectives and intransitive verbs. All participants showed textual reading of simple and complex syllables and immediate emergency with understanding of the teaching words. Most participants promptly showed the textual reading of the words. All participants, but for one, showed emergency of textual reading of all phrases with four words. Most participants promptly showed reading with understanding of words and phrases. On Phase III, most participants showed reading of phrases with two words during the first exposition, and one female participant read correctly in the second exposition. On Phase IV, five participants showed textual reading of phrases with three words during the first exposition while a female participant after the reading emergency with understanding. In the repertoire maintenance test, most participants read all study words and phrases, except for two participants during the reading of phrases with two and three words. The performance of the participants occurred during the reading of phrases with four words. These results indicate that if the discrimination between syllables were taught directly, recombinative generalized reading emergency of words and up to four components phrases will occur without establishing the partial control, meanwhile special learning procedures will not be felt necessary.