Navegando por Assunto "Text production"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
A descrição como recurso textual-discursivo na produção escrita de alunos; proposta didática para o Ensino Fundamental
(Universidade Federal do Pará, 2020-03-30) SILVA, Clara Maria Mesquita; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This work has as its theme the description as a textual discursive resource in the students’ written production. It is worth noting in this study the fact that the description, as a resource of textual composition, contributes to the coherence and it fits to the argumentativeness. Students find it difficult to operate / write descriptive sequences with an argumentative / expressive value. And the description constitutes a daily sociodiscursive demand. Considering these points, this research asked: what knowledge do students have regarding the use of descriptive sequences? It aimed to design and carry out a didactic proposal - partially based on Lopes-Rossi (2011; 2006) - composed of activities that analyzed the description as a textual / discursive resource, aiming at the development / improvement of the students' descriptive competence. Methodologically, this work was guided by the processes of research-action. A descriptive / exploratory analysis was made of how the textbooks, from three collections of Portuguese Language, intended for the final grades of Elementary School, didactically approach the typology description. It was analyzed, diagnostically, if the students researched add descriptive sequences to their texts / tales. If so, how do they proceed? Then, the proposal was applied and the results analyzed, observing the new texts / tales written by the students. This work is substantiated on the theoretical constructions of Textual Linguistics, concerning the text and the fact that textuality is the result of the connection between linguistic and non-linguistic factors; and the interactional conception of language when dealing with the writing process - (KOCH 2017; 2016); Marcuschi (2010; 2012); Antunes (2010); and Bronckart (1999). And, above all, it is guided by exposures of Marquesi (1995; 2007; 2011; 2017) concerning the formulation of a theory to the descriptive superstructure and to the linguistic-discursive specificities of this typological sequence. In the process of the research, it was identified that, predominantly, the activities suggested by textbooks cover the description superficially, out of the contexts, or as a pretence for metalanguage. The results obtained after the implementation of the didactic proposal showed a relative progression of the constructed descriptions. The students showed progress in the development of coherently draining the characteristics highlighted by the descriptions made. Therefore, they made descriptive utterance favorable to the semantic / thematic progression of their tales. They already outline skills for building more creative, more complex descriptions: which move from the level of concrete operations to the level of logical operations, through the use of stylistic resources. It is evaluated, therefore, that undertaking teaching strategies in which the description typology is studied - considering its discursive, argumentative and expressive function - can contribute to the improvement of the students' ability to create verbal images coherent with specific goals (revealing the profile of a character, producing cryptic clues, creating suspense ...).