Navegando por Assunto "Literacy"

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Alfabetização e letramento na eja sob a ótica discente: problematizando as práticas escolares
(Universidade Federal do Pará, 2020-12) MILÉO, Irlanda do Socorro de Oliveira; FREITAS, Léia Gonçalves de
This research discusses the possible difficulties faced in the formative path of students of Youth and Adult Education - EJA from a public school in the municipality of Porto Moz - PA, whose central objective was to analyze the probable difficulties encountered in the process of literacy and literacy, from students' conception. The methodology used was a field research with a qualitative approach, plus a semi-structured questionnaire applied to students in the 2nd stage of the school, which after analyzing the following results: the literacy process and literacy occur disarticulated, showing the existence only the first act, since this process does not understand the students' sociocultural world; these, in turn, perceive the learning of reading and writing from the context of social practices, so that the individual becomes, at the same time, literate and literate. And although EJA students are aware of this articulation, they recognize that at school, there is an effort by teachers to work on the students' community and professional experiences.
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A Biblioteca como espaço de educação: o letramento de jovens e adultos – projeto “alfabetizar para libertar”
(Universidade Federal do Pará, 2021-06) BRITO, Camila de Cássia; RIBEIRO, Karley dos Reis; NEVES, Joana d'Arc de Vasconcelos
The current study was carried in the Marajoara Amazon, starting from the realization of the extension project “Literate to free”, from the Professor Ricardo Teixeira de Barros Library, from Marajó University Campus - Soure (UFPA), which proposed to develop reading as a literacy action for Young people and adults away from school life. Reading can be understood as a technique for improving the individual cognitive capacity, being worked based on culture, daily life, memories and experiences and individual and collective experiences. Theoretically, this study is based on the ideas of Freire (1987,1989,1996,1997); Schwartz (2010); Loyal; Albuquerque and Morais (2010), Giubilei (2005); Leite (2013) and Gadotti; Romao (2011). Thus, questionnaire and observation were used as data collection techniques. Study is characterized as action research. The results showed that of the 27 participants in the project, 25 of them improved the practice of reading combined with the practice of 1 Mestranda – PPLSA (UFPA - 2019). Especialista em Gestão de Unidades de Informação (IPGC – 2017). Graduada em Biblioteconomia (UFPA – 2013). Bibliotecária – Documentalista (UFPA – Biblioteca Central) Help Desk do Portal de Periódicos da Capes - Região Norte. E-mail: camilacbrito@ufpa.br. 2 Mestrando – PPLSA (UFPA - 2019). Especialista em Tradução e interpretação do Inglês (FIBRA - 2015) Graduado em Pedagogia (FAEL - 2019). Graduado em Letras (UFPA-2012). Professor de Língua inglesa da Secretaria Municipal de Educação do Município de Salvaterra (Marajó – PA) e Coordenador do Curso de Idiomas na Marajó English School (MES). E-mail: karley@ufpa.br. 3 Doutora e Mestra em Educação pela Universidade Federal do Pará. Docente do Programa de Pós-Graduação Linguagens e Saberes da Amazônia e professora Adjunta da Universidade Federal do Pará Campus de BragançaPa. É membro da Associação Nacional de Pós-Graduação e Pesquisa em Educação. Coordena o Grupo de Pesquisa de Educação de Jovens e Adultos e Diversidade na Amazônia. E-mail:jdneves@ufpa.br. 174 NOVA REVISTA AMAZÔNICA - VOLUME IX - Nº 02 - JUNHO 2021 - ISSN: 2318-1346 writing and 2 of those, learned to read and write. Every action taken in favor of the community is extremely important for the educational scientific field as a whole and extension projects in different educational spaces are welcome as a practice of integration between the University and the academic and external community, providing significant experiences in the lives of these individuals.
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Discurso e identidade regional: práticas de letramento sobre os rios, a chuva e os ritmos do Pará no 9º ano do Ensino Fundamental
(Universidade Federal do Pará, 2020-09-23) SANTIAGO, Maria do Carmo da Silva; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
This dissertation, developed in the area of Language and Literacy, has the purpose to study the discourses of subjects students from the ninth grade of the elementary school in a public state institution of Belém do Pára. The main goal consists of analyze and understand how is represented and built the Paraense cultural identity that emerges in the discourse of these subjects is represented and constructed, from interactions promoted by literacy that deal with the themes; rivers, the Rain, and Paraenses musical rhythms. As specific objectives, the research intends to promote from a discourse-enunciative approach, the effective participation of students in language practices carried out, legitimizing their knowledge, experiences and identities; identify how students perceive themselves concerning Paraense identity; identify what knowledge of culture and Paraense Amazon are triggered in the discourse of the student and are more recurrent in their real situations of interaction. For this, the research is supported by the theoretical-methodological apparatus of the Discourse Dialogical Analysis of the Circle of Bakhtin, from the perspective of action-research, within a qualitative and interpretive approach, through the technique of participant-observation. The theoretical and methodological framework is mainly based on the Bakhtinian dialogical conception of language, Bakhtin (1998; 2003; 2006; 2008), Fiorin (2018), Brait (1994; 2010); in literacy studies Rojo (2009), Soares (2204), Kleiman (2008); in studies on identity and cultures Hall (2015; 2000), Canclini (2008), Bauman (2005), Woodward (2000); in studies on Amazonian culture (Loureiro (2001), Monteiro (2005), and others. The intervention proposal was implemented in the classroom through two activities, that served to promote an approach on Paraense identity; and had its point of mediation in three thematic workshops entitled: “No ritmo do Pará”; “Chove, Chuva” e “Esse rio é minha rua”. Based on a social-historical perspective, the analyzed data permitted to list singularities and pluralities related to the identity of the subjects and their relationship with the local culture. The results showed that in some cases, the subjects do not identify with certain aspects of culture, and this feeling of belonging or distance is revealed in different statements, verifying relations of greater or lesser resistance and/or adherence to certain current colonizing orders.
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O enfrentamento do analfabetismo de mulheres velhas no município de Castanhal, na Amazônia Paraense: a velhice negada e a educação “garantida”
(Universidade Federal do Pará, 2019-06-19) FALCÃO, Ildete da Silva; ANJOS, Francisco Valdinei dos Santos; http://lattes.cnpq.br/5035093639365870; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983
The confrontation of the illiteracy of old women in the Municipality of Castanhal, in the Paraense Amazon, was the object of this research, when it aroused in us the problematization and the will to investigate this phenomenon, for the much that it excludes in this region, particularly in Castanhal, in the State of Pará, where the Campus of the Federal University of Pará (UFPA) is located, which, through university extension, develops the program Education Group in the Third Age (GETI), the locus of this research. The study was carried out with 12 subjects, students and former students of the 2nd stage classes of Youth and Adult Education (EJA), resulting from the partnership between the Campus and the Municipal Education Department (SEMED), aiming to investigate the determining factors for the confrontation of illiteracy by the old women who attend the GETI program. As a researcher, teacher and old woman, our interest in the study was of a theoretical, political and existential nature. In this sense, we conducted a qualitative-exploratory field research, which forged some methodological procedures, namely: the bibliographical survey, with the reading of the theoretical ones on the subject, immersion in the program file GETI and the necessary listening of subjects through semi-structured interviews. To analyze the interview data we use Content Analysis, based on Bardin (2016) and Franco (2018). The study revealed the situation of socioeconomic and cultural prejudice of the old women investigated, as a consequence of the long period of life in illiteracy or low level of schooling. It also evidenced the protagonism when overcoming this condition by revealing attitudes of independence and autonomy acquired by the literacy process. It is also pointed out that current educational systems are not prepared to meet the specificities of the elderly, which requires the government to implement legal determinations concerning the right of the elderly with adequate physical and pedagogical structure in the sense of ensuring that these citizens are welcomed with physical and emotional security through critical, dialogic and respectful pedagogical interventions, in a perspective of providing meaningful learning throughout life.
Acesso aberto (Open Access)
Letramento funcional em saúde dos idosos acerca de acidentes por queda e sua prevenção
(Universidade Federal do Pará, 2017-12) NEVES, Aline Bento; GONÇALVES, Lucia Hisako Takase; http://lattes.cnpq.br/6191152585879205; https://orcid.org/0000-0001-5172-7814; ARAÚJO, Eliete da Cunha; http://lattes.cnpq.br/5906453187927460; https://orcid.org/0000-0002-1312-4753
Background: Fall accidents, especially amongst the elderly, are considered to be events of external cause of deaths that are responsible for about five million deaths each year, which represents about 9% of the worldwide mortality. In Brazil, this event is the third cause of death. Health literacy relates to knowledge, motivation, and one’s competence in searching, comprehending and analyzing health related information so they can eventually make decisions over health promotion, disease prevention and improvement in quality of life. Aim: Finding out the level of health literacy amongst an elderly group on the topic of fall accidents and its prevention. Methods: This is an exploratory-descriptive study using a qualitative approach. The participants are 80 elderly that were also public square goers, from these, 40 elderly were interviewed in the Public Square A (located in a middle class neighborhood) and the other forty were interviewed in Public Square B (located in a low-income neighborhood). The interviews used the instrument “Health Literacy”, translated and adapted by Lisiane Paskulin et al. for use within the Brazilian scenario. The sociodemographic data was analyzed using descriptive statistics. The qualitative analysis over the content of the responses to the open questions were categorized according to its different dimensions, considering its nature and frequency. The research project was approved by UFPA - Hospital Barros Barreto’s Research Ethics Committee, under the protocol number 2.095.048. Results: In between both groups there was a predominance of the female gender. A higher formal education rate was found amongst the elderly interviewed in the Public Square A, with the years of formal education varying from 5 to 9 (62,5%), against 1 to 4 years of formal education amongst the elderly found in Public Square B (42,5%). The majority of the elderly in both public squares were house owners. The analysis of the health literacy data was distributed in five dimensions: finding fall accidents information, comprehending fall accidents information, sharing fall accidents information, repercussion of the fall accidents information to the elder, and participation in health education groups. Health literacy in both the middle class neighborhood group and in the low income neighborhood group reached a low level. Conclusion: The low level of health literacy over fall accidents and its prevention was found to be a very important lack in health education. The low percentage of responses from the elderly when questioned over the different dimensions of health literacy revealed an apparent conformity and passivity over general health information.
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A literatura na sala de aula: leitura do romance As aventuras de Ngunga, de Pepetela, para 8º ano do Ensino Fundamental
(Universidade Federal do Pará, 2018-03-26) LISBOA, Maria Dilma de Carvalho; NASCIMENTO, Maria de Fatima do; http://lattes.cnpq.br/6007359856182459
The dissertation of Professional Masters entitled Literature in the classroom As aventuras de Ngunga, by Pepetela, for 8th year of elementary school, it´s configured in a proposal intervention of the literary text teaching reading to 8th year of elementary school, in a municipal school in the county of Ananindeua-Pará. In this dissertation, we aim to investigate the obstacles that make impossible for the literary text to become a mediator object of knowledge in the school. Wich strategies may be most effective for more productive and meaningful reading at school. We also aim to verify how the reading approaches presented in the textbook Teláris Project: Portuguese, 8th grade, used by students investigated may interfere in your reading comprehension, we also propose a dialogue with the Angolan literature by means of the reading of the romance As aventuras de Ngunga, of the Pepetela, For the theoretical basis of this study, we use as references: Rita Chaves (1984), Maria Aparecida Santilli (1985), Manuel Ferreira (1987), Regina Zilberman (1991), Marisa Lajolo (1993), Lajolo and Zilberman (1996), Ezequiel Theodoro da Silva (1996), Nilma Lino Gomes, (1999), Roberto Acízelo de Sousa (1999), Iris Amâncio (2008), Roger Chartier (2009), Carlos Augusto Melo (2009), Antoine Compagnon (2010), Maria Amélia Dalvi et al (2013), Miguel Arroyo (2013) and Rildo Cosson (2014). As a methodological strategy, we used the data from the Basic Education Development Index (Ideb) of the researched school which demonstrated the students' low student performance. Then we propose to the students the accomplishment of a reading activity, constant in Teláris Project: Portuguese, 8th grade this activity consists of a questionnaire on the fragments of the romance As aventuras de Ngunga, of the Pepetela, The result of this analysis served to demonstrate that the reading of the romance, presented in the textbook referred, does not promote the literary learning of the class. Next, we present a proposal for the full reading of the romance As aventuras de Ngunga, after this reading, we carried out an evaluation of the reading comprehension of the students, demonstrated through an oral activity. In the six sections in which this dissertation was divided, we deal with the factors that contributed to the construction of the literature teaching model that has predominated in the Brazilian school. We discuss conceptions of reading and how these conceptions intertwine with the teaching of literary reading, we reflect on how literary reading can be an effective instrument for law enforcement10.639/2003. We also present a discussion about the construction of teacher identity in the historical context of Brazilian education, on the importance of literary reading as an object of human formation, analysis of the textbook, Teláris: Portuguese, 8th grade, and, finally, we present the intervention project.
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Narrativas de indução pedagógica na alfabetização e o podcast Vozes Docentes: uma conversa entre a ilha do Marajó e Belém do Pará
(Universidade Federal do Pará, 2024-06-14) SILVA, Jessika de Assiz da; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
Narrating oneself during training in pedagogical induction, within the field of literacy, means perceiving oneself in the midst of the self, others and training. Experiencing formative paths with teacher authorship and a theoretical basis, immersed in school reality, was challenging in this life-research-training trajectory. A subjective, collective and unrepeatable dive into living the experience in an autobiographical, narrative and Larrosian way. Thus, I wove this conversation between the island of Marajó (Salvaterra) and Belém do Pará through an Amazonian narrative, experienced in the process of pedagogical induction in literacy. This journey followed the course of the river of the creative narrative research writing methodology (Lucio, 2020), which converges at its source the autobiographical dimension, at its mouth the fictional dimension and on its bank the self-formative dimension. I entangled this work with my Marajoara autobiography; the fictional one of a girl and a literacy teacher from the 1960s and the self-formative one in the research on pedagogical induction. A transfluence of the narrator, literacy teacher and researcher who finds herself with training in a field that is still little studied: teacher induction and the podcast, as a pedagogical resource that has enhanced the training of Pedagogy undergraduates. My aim with this trip was to build a podcast as a formative educational product of pedagogical induction in literacy. In order to navigate Guajará Bay on the shores of the Federal University of Pará, in the waters of the Amazon, my methodology was based on narrative research (Clandinin; Connely, 2015). On this voyage, important crew members are boarding the ship. In the bow are our theoretical references: Clandinin and Connelly (2015), Lucio (2016, 2020), Nogaro, Kuhn and Moreira (2021), Larrosa (2002), Suarez (2017), Smolka (2012) and Santos (2014). The authors are the subjects of the research: students on the Pedagogy course at the Federal University of Pará, immersed in the UFPA School of Application, located in Belém. To build the data that fueled this ship, on the port side we have a systematic review of the literature over 10 years, on the starboard side we have the development of a pilot induction project, and in the hold we have the analysis of letters as narrative pedagogical documentation and in the hatch we have the Vozes Docentes podcast. In view of this, the hull of this ship (our considerations) shows that, when mediating a training process in pedagogical induction, through the podcast, I have to take a political, epistemological and methodological stance, in which I consider the subjects as inventive authors of their cultural history from their own voices. It's not talking about, it's talking with. Throughout the pedagogical induction process involved in the social reality of the Amazonians, which is based on experience as that which touches us and runs through us, the voices written in the letters – which I transpose into the voices spoken in the podcast – emphasize experience, alterity, affectivity and the student-teacher-student relationship as substantial premises for the student's formation within pedagogical induction in literacy.
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Reflexões sobre a própria prática em experiências de letramento e letramento matemático
(Universidade Federal do Pará, 2021-06-14) UBAGAI, Rute Baia da Silva; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The investigation was a survey of the practice itself, carried out during 2019, with a class from the Elementary School from a public school in the city of Belém-PA. In the study, I assume the roles of teacher and researcher, and fulfill the objective of analyzing teaching experiences in the teaching practice itself, reflecting on literacy and mathematical literacy activities. The qualitative approach of investigation of the practice itself was added to the perspectives of literacies defended to reach the proposed objective. Twenty-eight students from an Elementary class under my responsibility in 2019 participated in the research. The methodological procedures included studies of basic research references; class records in a field diary with audio recording, photographic records and document analysis, which were articulated in a reflective report of the actions developed that included diagnoses of knowledge about mathematics and written language at the beginning of the school year and the proposal of organization of the classes through Didactic Sequences (DS) of which I highlighted one involving the poem genre “Balada para uma rima personalizada” and that made possible the analysis and reflections. The results point to the power of narratives that give rise to and enhance my role as a literacy teacher-researcher in the mediation of knowledge in the classroom and demonstrate the understanding of the complex and contradictory act of teaching and learning mathematics and mother tongue, from the perspective of literacy with appreciation of the mathematical and linguistic strategies in the written records of the students, which reveal representations about this knowledge. This led me to rethink ways of relating to mathematics and of conducting teaching in my didactic proposals, with the creation of strategies in which students, in groups, were led to dialogue, debate among themselves and create their own means of learning, understanding mathematics in a perspective of knowledge constructed through meanings and representations attributed to concepts, in order to organize, understand and act in the world around them, especially when challenged to solve problem situations. In the same way, this problematization and actions during the DS were important to stimulate the desirable advances in reading and writing, given the interaction with the written material and perceptions of the functions of the approached textual genre. These findings denote the promotion of the constitution of students' autonomy, with emphasis on the integrative role sought in the teaching-learning process of the language and mathematical notions. In conclusion, it is worth saying that the research experiences and the reflections that took place in it allowed me to rethink a paradigm of disciplinary teaching of curricular components, through a mobilizing proposal for the integration of this knowledge in the process of literacy and literacy as a social construction that could have repercussions in the school life of the participating students, who will continue their literacy journeys during schooling and life in society.
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A subjetividade da criança como chave de leitura para os entraves no processo de aprendizagem: a importância do laço educadora-criança no processo de inclusão
(Universidade Federal do Pará, 2024-03-01) PAIVA, Erika dos Santos; BARROS, Izabella Paiva Monteiro de; http://lattes.cnpq.br/1803233392625209
Being education a fundamental and necessary precept for the individual in development, the Statute of Children and Adolescents (ECA) postulates that every child and adolescent has the right to be literate. In this way, two important concepts are understood in this context: literacy, defined by the teaching of codes and letters that make up the standardized education system, and literacy skills represented by behaviors and techniques that go beyond the mastery and construction of alphabetical and spelling systems, that is, it encompasses the ability to interpret and contextualize. Although Decree 7,611/11 emphasizes the importance of specialized educational attention for children with disabilities, global developmental disorders, and high abilities, ensuring the inclusion of children with obstacles in literacy or psychological constitution in the school environment constitutes a true dilemma for most regular education teachers, as numerous questions arise about how to carry out this inclusion. Therefore, the schooling of children with learning difficulties requires active participation from teachers, the school, and, above all, the child as the protagonist with a voice in their own life story. The personalized bond between the teacher and the child in cases of obstacles in literacy allows the educator to have a new perspective on the subject's subjectivity, providing space for the recognition of the desiring subject. This transferential bond, according to psychoanalysis, is a facilitating and necessary means in the relationship between peers. In this way, the research aims to discuss, through a case study, the importance of the teacher considering, in addition to cognitive competencies, the child's subjectivity in the inclusion process. For this, as a research method, the articulation of an exploratory study with a qualitative approach was used, with the support of the qualitative clinical method that draws on psychoanalytic knowledge, such as transference and the unconscious. The study sample consisted of a therapeutic companion/teacher and a child, who was invited to participate in the research for being a user of the health service of the Center for Women's and Children's Health Care (Casmuc) and for attending Basic Education, inclusion criteria. The instrument used for data collection was APEGI (Psychoanalytic Follow-up of Children in Schools, Groups, and Institutions), composed of a semi-directed interview script and some indicators that report on the quality of the child's bond with others. The data were processed quantitatively and qualitatively and served as the basis for the construction of the clinical case. All desirable ethical recommendations for research involving human subjects were respected and followed. The case of Lucas Explorer indicates that the therapeutic companion-child bond, established through the careful gaze of the professional who made a commitment to what Lucas knew and not to what he did not know, helped support the becoming of the student as a desiring subject, allowing him to speak and have an active voice in society. In this way, the place he previously occupied, that of a child reduced to a label based on a diagnosis, can be left behind.