Navegando por Assunto "Reading"

Agora exibindo 1 - 16 de 16

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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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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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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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Fanfiction: uma escrita criativa na web
(Universidade Federal do Pará, 2017-06) ARRUDA, Maria Izabel Moreira; ALENCAR, Daniele Alves
Study on fanfictions as a way of encouraging Reading and production of fictional writing on the web. By means of an exploratory, bibliographical and qualitative research, the subject is brought onto the Information Science field. Its makes use of the website “Nyah! Fanfiction” as source of information on fanfictions and also for carrying out a survey as a supporting tool in the research towards fanfictioners behavior. The article defines the term “fanfiction”, as well as describes the different way that the fiction writer reads the original piece for the production of the story. Finally, it presents the website “Nyah! Fanfiction”, not only as a fanfiction destination place, but it also shows how this practice can become more than a hobby by exploring the imagination, stimulating the creation of texts, and in that way, intensify the practice of reading and writing among young people. The subject studied is still considered new in the Librarian ship field, therefore, it is necessary to develop more research addressing the fanfiction theme.
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Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
Acesso aberto (Open Access)
A interface oralidade, leitura e escrita na produção do gênero digital videoblog
(Universidade Federal do Pará, 2021-06-02) SILVA, Adriano Nascimento; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The purpose of this research is to analyze the Videoblog (vlog) as a discursive genre being used to teach Portuguese Language (PL) for students from 9th grade in a public high school located in the municipality of Santo Antônio do Tauá – Pará, considering oral, reading and writing skills. It is important notice the necessity of students being in a foward progress of writing and oral aspects although many of them have difficulties to produce writing texts, in addition make the oral skill works correctly in different contexts as well as the reading. From that the studies realized the hypothesis of considering the Vlog genre as a tool which contribute for teaching PL the most reflexive way since it must be necessary using the oral, reading and writing abilities to produce many interactions. Toward these studies, the general objective is: look into the relation among oral, reading and writing aspects into the process of teaching and learning of the students through activities that based on discursive Vlog genre. As specific purposes there are: investigate what the students already know about the Vlog genre, introduce the Vlog as a tool of teaching and learning writing and oral practice, encourage students to realize how is important to use suitability the orality in different communicative contexts as well as reading and writing skiils, produce Vlogs from experiences of these students. This research is based on literature from Bakhtin who studies aspects of language and dialogismo, Rojo and Moura (2012;2013) those approach the new resources of technology to teaching actions and also multiliteracy in the school, Menegassi (2010) about reading, writing review and rewrite aspects, Ataliba (2017) with regard to Vlogs. The qualitative-interpretive research with ethnografic characteristics have been developed as methodology of this study following up the steps: It applied some survey to the students, they attended to lectures, visited a museum the Tauá river, produced a presentation script, rehearsed and recorded Vlogs. The research has produced a Teacher guide from the analyses of the datas reached on it, an educational product based on Lopes-Rossi (2008) reading and writing project with adaptations. Their objective is advance what is considered a challenge through the educational process of students about Information and Communication Digital Technology aspects. Thus, the presented datas on this research have contribuited to understand what has been needed to submit as strategy for teaching PL through Vlog digital genre.
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Leitura desencantada: a fantasia no contexto de novos tecnicismos
(Universidade Federal do Pará, 2019-09-02) SANTOS, Felipe Hilan Guimarães; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In the present search, we discuss the proposals for the teaching of reading found in contemporary academic works. We specifically ask how the fantastic read approach is developed and how it influences teaching/learning relations in the school context. We start from the hypothesis that the current proposals of reading emphasize a unique approach to any type of text, as a result of a pedagogical action technician that tries to make predictable the attitude of the students, as well as the teaching work. And with regard to fantasy, there would be a deconstruction of its concept, to the detriment of a rationalization base exacerbated in teaching, that would allow to manipulate all the meanings produced from the reading of a text. We conceive that read is a process of interaction between subjects that evokes a context of heterogeneities, which is marked by the singularities of the subjects and also by the pedagogical relations existing in the classroom, which also helps us to consider that the approaches of the field of should validate different proposals for read, so that this diversity is not limited to just one standard approach. Our search has taken as the north discussions developed by authors that treat about read, fantasy, constitution of subjects and training of readers. Our objective, then, is to analyze dissertations of the Mestrado Profissional em Letras (PROFLETRAS), of Universidade Federal do Pará, that propose a teaching of read through fantastic texts, in order to perceive which movements are constructed in the writing of these texts that corroborate a context of model of read teaching. For this, we selected two dissertations, located the theoretical-methodological path of each proposal and discussed the teaching-learning relations emphasized by what we call a technicalist approach. Our results point to an acceptance of a single standard of work in relation to read, highlighted by the written production of the teachers in formation at the university, which allows us to affirm that the practice of reading, in the current context, runs through new technicalities, what we call the pedagogy of predictable.
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Leitura e escrita: experiências teórico-metodológicas em sala de aula
(Universidade Federal do Pará, 2014-01) FALABELO, Raimundo Nonato de Oliveira; LEÃO, Dionéia Sanches
This articles intends to present a discursive view about the results of a research made with a first grade group of elementary school. Didactical and Cultural activities were developed in order to permit the exchange of experience, knowledge and wisdoms and enable interaction between the children who live in a reality of violence and exclusion of symbolic and corporeal property. According actions were happening, gradual changes were observed in the affective configuration in the classroom, provoking alterations and new ways of relationship of the children towards knowledge provided to them. It was observed that knowledge motivated children, making them see the links of affectionateness that are being produced in the relationships of learning. Getting aware of the learning, absorbing knowledge were actions that modified behaviors and attitudes of the children towards themselves, the teacher and their knowledge worked at school.
Acesso aberto (Open Access)
Leitura numa perspectiva discursiva: uma possibilidade de construção de sentidos nos entremeios das memórias de alunos da EJA em Portel-Pará
(Universidade Federal do Pará, 2020-09-22) BAIA, Jacira da Costa; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
This research is composed of studies about the practice of reading in the discursive understanding in a 4th cycle Education for the Youth and Grown-ups class (EJA) in a town school, in Portel city, Pará. It is discussed about the difficulty of students to perform text readings that indicate the multiplicity of meanings, which often results in the institutionalization of a discourse that EJA students “do not know how” to read or write. In the search to break with these speeches that are spread in schools, and that end up being replicated by the students themselves, we carried out the present research-action with qualitative analysis of the data, based above all in the French Discourse Analysis theory. It is based on the conceptions of Foucault (1987, 1996), Pêcheux (1995), Orlandi (1993, 1996, 2012, 2015), Fernandes (2008), Cunha (2011), among others. It is started from the hypothesis that a work with the reading of reports of EJA students' memories, in a discursive understanding, can enable students to read focused on the multiple meanings of the text, considering the socio-historical aspects and, also, further the appreciation of texts composed by the students, often considered at school as “meaningless” texts. Our general goal is to understand the discourse as a constitutive and constituted by the subject-students and, thus, to determine the composition of meanings of the texts, in order to think about the power relations that appear between the knowledge brought by the school and the knowledge found in the statements of the subject-students of EJA, hence we seek possibilities for a practice of multiple reading that values the knowledge brought by students. Therefore, a study was carried out with the reading of reports from EJA students' memories, in a discursive understanding, having as object the texts composed by the students of a 4th cycle class and read by another one, in the same cycle, in the same school where the research was carried out. Firstly, we propose a diagnostic activity to analyze the process of creating meanings, that is, the reading performed by the researched individuals when reading reports from other students' memories. Based on the analyzes results, in which we found that reading focused on repetition of the explicit meanings in the text, we conducted five reading workshops whose goal was to provide the subject-students with access to other important knowledge so that they could read with different possibilities of meaning, that is, of a predictable transparency of language. In analyzing the corpus, we considered some categories of analysis: statement, discourse, subject, identity, memory and discursive formation. From the analysis of data collected after the intervention, we found that most of the subject-students created a greater connection between reading and their socio-historical context, leaving paraphrase and pointing towards a reading in which the meanings are multiplied, which we can call a polysemic reading.
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Ler, escrever e comunicar em matemática: habilidades requeridas para interpretar e compreender o texto
(Universidade Federal de Mato Grosso, 2013-12) LACERDA, Alan Gonçalves; SILVEIRA, Marisa Rosâni Abreu da
This article is part of the dissertation of the first author under the guidance of the second author who aims to investigate how the student interprets and understands the set of mathematical problems, and communicate their resolutions to the members of the interaction. Reading becomes a process to better understand the student as well as express the mathematical language. In the present study, two meetings were held. In a first meeting each participant individually solve division problems. Already a secondparticipants who solved individually were placed in pairs to solve division problems. Both the first and the second meeting were filmed and later transcribed and analyzed. The results showed that when the subjects have the ability to communicate in writing to the other of the interaction, they start to reframe their views, conjecturing new reading processes. This research also contributes to the communicative exchanges favoring the coordination of problem solving strategies used by students. We emphasize reading as an activity essential to interpret and understand the text and its interpreter.
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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.
Acesso aberto (Open Access)
A mediação da afetividade e experiencia teórico-metodológica de leitura e escrita
(Universidade Federal do Pará, 2013-04) FALABELO, Raimundo Nonato de Oliveira; LEÃO, Dionéia Sanches
This articles intends to present a discursive view about the results of a research made with a first grade group of elementary school. Didactical and Cultural activities were developed in order to permit the exchange of experience, knowledge and wisdoms and enable interaction between the children who live in a reality of violence and exclusion of symbolic and corporeal property. According actions were happening, gradual changes were observed in the affective configuration in the classroom, provoking alterations and new ways of relationship of the children ÔÁtowards knowledge provided to them. It was observed that knowledge motivated children, making them see the links of affectionateness that are being produced in the relationships of learning. Getting aware of the learning, absorbing knowledge were actions that modified behaviors and attitudes of the children towards themselves, the teacher and their knowledge worked at school.
Acesso aberto (Open Access)
Os operadores argumentativos no processo de leitura e de produção textual: uma proposta de ensino para alunos do 9º ano
(Universidade Federal do Pará, 2021-04-12) SOUZA, Adriane Andrade Souza de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
The present research has as its theme the teaching of argumentative operators in discursive genres of the journalistic domain regarding the reading and writing process of elementary school students. The interest in developing it emerged in the classroom routine, as a Portuguese language teacher, when observing the students' difficulty in building, with proficiency, appropriate argumentative texts, including the mastery of linguistic operators that signal the relationship built between arguments. As a general objective, we elected to elaborate a didactic proposal for students of the 9th grade of elementary school, from a state public school in the municipality of Igarapé-Açu, Pará - Brazil, which expands their knowledge about the construction of textual argumentation through argumentative operators. To fulfill the intended objectives, the present research, of a qualitative character, was developed in two distinct stages: the first referring to the construction of information about the knowledge that the students have, about the argumentative operators when proceeding to the reading and production of texts by argumentative excellence; the second concerning the elaboration of a teaching proposal based on the model suggested by Lopes-Rossi (2002). To support the research, the studies of argumentative semantics developed by Ducrot (1987, 1989) and theoretical constructions of functional linguistics in Halliday e Hasan (1976), Haiman e Thompson (1984), Lehman (1988) and Van Dijk (1981, 1992) and the studies systematized by Koch (1995, 2003, 2009, 2015) in the context of textual linguistics. The diagnostic evaluation showed results relevant to the elaboration of the teaching proposal, which, in summary, point to the fact that most students use argumentative operators, but have a limited command of the existing possibilities of the language, as well as revealed the use of discursive relations. conjunction (additive) with the operator and with frequent frequency by editors. It was also evident the lack of knowledge of the importance of argumentative operators in signaling semantic-argumentative relations in the text, which justifies the relevance of developing a didactic proposal with a view to promoting more knowledge about the argumentation built by linguistic resources.
Acesso aberto (Open Access)
A prática da intertextualidade na formação de leitores e produtores de texto proficientes
(Universidade Federal do Pará, 2020-07-28) LIMA, Josué Pereira de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.
Acesso aberto (Open Access)
Os sentidos de leitura para a comunidade escolar no ensino fundamental na cidade de Alenquer-Pará: estudo de caso nas escolas Municipal Jorge Sadala e Estadual Monteiro Lobato.
(Universidade Federal do Pará, 2020-02-29) SANTOS, Nara Raimunda de Almeida; OLIVEIRA, Hamilton Vieira de; http://lattes.cnpq.br/3172995771315859; https://orcid.org/0000-0002-6439-0058
Investigating the practice of reading in the school universe is fundamental because it dialogues with all disciplines, in addition to pointing to the interdisciplinary perspective and the integral formation of the student as the subject of his own reading of the world and the text. The theme in question, “THE MEANING OF MEANING FOR THE SCHOOL COMMUNITY IN FUNDAMENTAL EDUCATION IN THE CITY OF ALENQUER-PARA: a case study at the Municipal Schools Jorge Sadala and Estadual Monteiro Lobato”, seeks to verify the understanding of reading by the communities of the State School of elementary education Monteiro Lobato and the Municipal School of Elementary Education Jorge Sadala, in order to reflect on the practices and perspectives for the formation of readers in the school space. This is an exploratory research, with a case study, of qualitative and quantitative character. To this end, it presents the meanings constructed by the school community in relation to reading in the teaching-learning process and a mapping of actions aimed at encouraging reading in the city of Alenquer. Such study has as its central theoretical contribution the theses of Paulo Freire (2015) and VYGOTSKY (1995) that support a critical reading about the world and its relationship with the act of reading. The research indicates disarticulation of reading policies in schools, the lack of continuous reading incentive projects that involve students and the lack of connection between city projects and those that take place in schools, in addition to the lack of training guidelines continued for teachers who work in classrooms. The perception of the school community about reading recognizes the importance of the practice of reading for the training of students, teachers and the community, but it is still an activity little cultivated in schools, since the projects to encourage reading are not articulated.
Acesso aberto (Open Access)
Vidas em movimento: desenvolvendo a escrita narrativa no Ensino Fundamental II
(Universidade Federal do Pará, 2016-12-16) BARROS, Gizely Amaral da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
This study presents an intervention proposal carried out with elementary students from a public school in a small village in the county of Igarapé-Açu, Pará, Brazil. This work aims at enlarging students experience with both writing and reading activities through literary texts. This research has as its theoretical background the socio-interactionist conception (BAKHTIN; VOLOCHINOV, 2004). The theoretical framework guiding this study was built from the reading of scholars such as Kleiman (1998) and Kato (1999); the reading strategies concepts underlying this research are those suggested by Girotto and Souza (2011), which are taught considering literary text as starting point, and the reading strategies highlighted by Menegassi (2005). This research also focuses on studies in the textual production process and studies with literary texts in mother tongue classes, among the scholars related to this subject are Koch and Elias (2015), Sercundes (1997), Geraldi (2012, 2013), Megassi (2010), Perrone-Moises (2006), Lajoto (2010), Zilberman (2008), Britto (2013) and Belintane (2013). On the first part of this study, a writing activity production and a questioner were handed in with the intention of collecting economic and socio cultural information from the group engaged in this investigation. It was observed that, in general, all the students were familiar with narrative texts. However, two noted points seen here were the lack of two important strategies, crucial to a closure of a textual writing production: review and rewriting. On the second part of this study, the intervention-activities were applied, giving to much attention to reading and writing. As a result, it was noted that the majority of students was able to perform a narrative writing – although subtly in some cases – and they were also able to produce really good texts with noted literary content.