Navegando por Assunto "Linguagens e letramentos"

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Acesso aberto (Open Access)
Leitura no ensino fundamental: a compreensão responsiva discente a partir do gênero charge
(Universidade Federal do Pará, 2016-12-12) BARRETO, Missilene Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
This work is part of a “Language practices and teaching training project” (UFPA - Castanhal) and presents a qualitative, interpretative and ethnographic action research. From the beginning, this study reflects on the following question: What are the levels of responsiveness of the students from the 9th year of elementary school during reading activities? In order to answer this question, it was elaborated, in the light of Applied Linguistics, a proposal for intervention focusing on reading and writing based on the conception of an Educational Project of the discursive genres, Lopes-Rossi (2008). This work also aims at cooperating with reading activities, based on the dialogical conception of language in a Bakhtinian perspective from the discursive genre. The application of this project was carried out in a public school in the city of Soure, in the state of Pará. This study emphasizes the following issues: a) the use of the cartoon genre during the reading activities was successful in this research, since they promoted the active responsive understanding of the learners and contribute to the formation of them as conscious, reflexive and critical readers; b) 9th grade students demonstrate active responsiveness at different levels during the reading activities in the classroom. Therefore, the general objective of this research is: to reflect on the students’ responsiveness during the reading process. Moreover, this work also aims at: a) verifying the effectiveness of the reading activities elaborated within a reading project that uses cartoon genre by comparing students’ activities; b) demonstrating and characterizing the 9th grade students responsiveness regarding their performance during the reading activities; c) demonstrating whether or not there were improvements in the students’ reading skills. The data collected were interpreted based upon the idea of active responsive understanding borrowed from the Bakhtin’s thinking (2011) that defines responsiveness as passive and silent (delayed effect). The categories expanded by Menegassi (2008) are also relevant for this study, such as: active responsiveness with explanatory and exemplary expansion, passive responsiveness without expansion, active responsiveness without explanatory and exemplary expansion; Another important author is Ohuschi (2013) that highlights subcategories which are expanded and subdivided into levels such as: criticism; opinion; comment and exemplification; explanation; disagreement; suggestion; questioning; agreement; doubt; understanding. The results showed the presence of responsive understanding among those elements already identified by Ohuschi (2013) such as: active responsiveness with explanatory and / or exemplary expansion in the levels of criticism, opinion and explanation; Silent responsiveness at the levels of understanding and doubt. Moreover, students' responses and the context of the research guided us to add new data: 1) It was detected the levels of description, objectivity and sensitivity in the active responsiveness category with explanatory and / or exemplary expansion; 2) we also identified a new responsive understanding category, which we call active responsiveness with partial expansion. This new category helped us to highlight the following findings: a) the levels of explanation and doubt (OHUSCHI, 2013); b) the levels of description, obliquity and objectivity.
Acesso aberto (Open Access)
As TICs em sala de aula de LP: ensino-aprendizagem da língua materna por meio do software Hagáquê
(Universidade Federal do Pará, 2016-12-14) BARBOSA, Ozana de Oliveira; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
We present a collaborative, participant research that consists of a proposal to intervene in Portuguese language classes that contributes to the development of the textual competence of students of the 6th grade of a state public school in the municipality of Ananindeua, in the State of Pará. The studies are based on theories about educational technologies (ALMEIDA; VALENTE, 2011), in the conception of language from the socio-historical perspective (BAKHTIN/VOLOSHINOV, 2004), and in the transposition of the discursive genre into the classroom in the process of teaching native language learning, according to PCN Portuguese language (BRASIL, 1998) And under the gaze with view to the multi-literacy (ROJO, 2012, 2013, 2015); With the objective of investigating the use of the HagáQuê software as a didactic tool associated to the study of the genre Comics in order to increase the reading and writing of the students of the 6th grade of a public school in the municipality of Ananindeua, in the state of Pará , By means of an intervention proposal. The methodology is developed through a bibliographical survey about the conceptions of language, discursive genres and New Technologies in education; And to develop the intervention activities in the classroom, we consider the guidelines of Lopes-Rossi (2008) on the pedagogical project of reading and production of genres, and Menegassi (2010) concerning the conception of reading with ordered questions, for the reception of the genre and the conception of writing. We have therefore developed work in class with a focus on the genre Comics, although the need to dialogue with two other texts (story and legend). The story was the Amazonian short stories of Inglês de Sousa so that the students appropriated the language by means of literary text that provides the development of the reading competence from the popular questions present in the book, regarding the Amazonian context and the text "O Curupira", version adapted by Maurício de Sousa (2009); We also work with the electronic HQs from the software HagaQuê - publisher of comics - a program that allows the student to be the author of his comic books. To analyze the data, we consider the constituent elements of the discursive genre HQ and the selected technological tool present in the students' written production, having as corpus for analysis the productions of two groups (A and B), both in printed and digital support in HagáQuê software.