Navegando por Assunto "Leitura crítica"

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Acesso aberto (Open Access)
Leitura e responsividade ao desvendar as entrelinhas do texto: uma proposta de trabalho com o gênero fábula na escola
(Universidade Federal do Pará, 2016-12-13) SOUSA, Nelcilene Oliveira de; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
This dissertation, attached to the Project of Research Practices of language and teacher training (UFPA-Castanhal), starts from the hypothesis that, if the students get theoretical-methodological basis regarding the work with the discursive genres, taking them as the axis of progression and of curricular articulation in the learning of the Portuguese Language, can carry out a significant work, based on productive pedagogical proposals, aimed at the formation of critical readers. In this way, the research has as its theme and criticism reading , from the work with the genre fable, in a class of the 9th year of elementary education. The general objective of the work is to reflect on the student's responsiveness in reading teaching and learning in order to train critical readers. As specific objectives, we propose to: a) investigate the efficacy of reading activity, suggested in the intervention proposal, focused on the localization and understanding of discursive inferences; b) identify and describe the levels of responsiveness of the students in reading during the written activity. In the light of Applied Linguistics, the research is based on the socio-historical perspective of language, based on the theoretical presuppositions of the Circle of Bakhtin and researchers who follow this aspect, also using contributions from Psicolinguistics, in what concerns the work with the reading. Regarding responsiveness, we are based on the categories of Bakhtin (2003), the studies of Menegassi (2008) and the research of Ohuschi (2003). The research is an action research, qualitative-interpretive, ethnographic and applied nature, in which we elaborate a proposal of pedagogical intervention that we developed in a class of 9th grade and, within the scope of the classes, we collected the activities of Reading, answered in writing by students, to check the level of student responsiveness. Thus, with the intention of encouraging students to act in a meaningful way in the construction of knowledge, among the possibilities of working with the discursive genres, we chose the methodological proposal of Lopes-Rossi (2008. As a result of the students' performance, we can point out that most of them show a critical and participatory reading in understanding the textual and discursive implicitness of the text / statement, since most of the students' responses react to active responsive attitudes. From the reactions of the students in answering the questions, we identified that all the students presented active expansive responsiveness of explanation. Besides this responsiveness presented by all, we can highlight the active expansive responsiveness of: comment and exemplification, criticism, opinion, suggestion, injunction, rhetoric, comparison. The results also showed active responsiveness without explanatory and exemplary expansion, at levels of agreement and disregard, silent responsiveness at the levels of understanding and doubt. Regarding the efficacy of the proposed questions of the reading activity, we can emphasize that the questions that were elaborated with the support of the contextualization of the discursive function of the gender and references to social problems stimulated a more expressive number of responsiveness of the students than those who did not resources.
Acesso aberto (Open Access)
Os multiletramentos no chão da escola: desafiando realidade
(Universidade Federal do Pará, 2018-03-26) SANTOS, Érica Emmanuelle Lima; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
This dissertation assumes that the use of technology is a great attraction for young people and adolescents, from the belief that technological resources could be allied in the implementation of pedagogical practices more connected to the reality of the student and the urgency to promote digital inclusion and Multilearning of students, in view of the needs of contemporary society. In order to put it into practice, we started with the following problems: How can TDIC be used as an instrument in the teaching-learning process, contributing to the critical and reflexive reading and multilearning of students? In order to answer such questioning, a proposal for intervention was developed, with a focus on reading, from the conception of Project of Reading and writing of discursive genres, by Lopes-Rossi (2008), from the perspective of Pedagogy of Multiletraces. The activities of reading were based on the dialogical conception of language, according to the Bakhtinian perspective, from the discursive advertising genre and sought to confirm / deny two hypotheses: a) Although they are digital natives, students do not master the resources derived from multimodal texts , Nor the reading of implicit, leading in a superficial reading, which - in the practice of the genre in question, allows the dissemination of prejudices and unhealthy consumer relations; B) The use of social networking sites (SRS) in hybrid learning environments is a facilitator in the teaching-learning process, because it brings the teacher closer to the context of the student, and promotes the re-signification of these spaces. It was defined as a general objective to use the TDIC, and in particular the SRS Facebook, as teaching-learning tools, in order to develop critical and reflexive reading, as well as to contribute to the multiletracy of the students. The specific objectives listed were a) To use the TDIC as teaching-learning tools, in order to contribute to the multilearning of the students, as well as to make them reflect on the power of the publicity and its discourse; B) To promote the reflexive reading, providing linguistic instruments necessary for the realization of the inferences and reading the implicit ones; C) To instrument students in the use of technological resources necessary for the multiletracy practices carried out. The application of this project began in the second half of 2016 and ended in the second half of 2017, having as students in the 9th year of elementary school a school that was part of the state network in the city of Belém-Pa. The theoretical basis was based on Bakhtin (2003), regarding the discussion of the discursive genres, Cope, Kalazantis (2000), Coscarelli (2007), Rojo (2012) regarding multiletramentos, Knoll (2012), Sandmann (2003) in relation to advertising, advertising and advertising, among others. The research was ethnographic, followed the methodology of participant observation and was of an applied nature and demonstrated that the use of TDICs favors the critical reading of multimodal texts, but that the use of SRS as a pedagogical tool requires a greater involvement between teacher / student in order for the learner to engage and see the instrument beyond entertainment.