Navegando por Assunto "Textbook"

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Acesso aberto (Open Access)
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)
Livro didático, oralidade e podcast na formação de professores de língua portuguesa: ancoragens e deslocamentos
(Universidade Federal do Pará, 2022-05-13) CRUZ, Mayara Alexandra Oliveira da; RODRIGUES, Isabel Cristina França dos Santos
The emergence and popularization of Digital Information and Communication Technologies (TDIC), consolidated by the advancement of Computer-Mediated Communication (CMC), led to the insertion of digital genres in Portuguese Language Textbooks (LDLP). In this direction, the research seeks to understand the didacticization of the digital discursive genre podcast in Portuguese language textbooks. Thus, the main objective of this study is to understand how Portuguese language teachers, working in the final years of Elementary School, in public schools, mobilize the digital podcast genre proposed in Portuguese language textbooks as a function of the teaching and learning process. This work is situated in the field of Teaching and Learning Languages and Cultures (EALC). The main scholars mobilized are Bakhtin (1997) and his Circle, Rojo (2012, 2015), Bunzen (2009) and Villarta-Neder and Ferreira (2020). The methodological approach is based on documental analysis of textbooks, used by public school teachers, as well as on collaborative research, considering the need for greater articulation between the university and the school. Regarding the treatment of the podcast in LDLP, there was an insufficient and superficial approach. It is noteworthy that, due to the pandemic context, it was necessary to hold online training meetings, in remote mode, with teachers from the final years of Elementary School, to generate data. The results reveal the presence of several oral genres in teaching practices, as well as digital tools and digital genres. However, such data also reveal that there are efforts to be undertaken regarding the understanding and more purposeful use of the textbook, the use of the podcast discursive genre in the classroom and teacher training focused on new technologies in favor of the teaching process. teaching and learning. In this sense, a didactic proposal about the podcast genre is presented, based on the accomplishment of a pedagogical work that expands and strengthens the students' competence for the increasingly effective use of digital and oral practices from a reflexive and contextualized systematization.
Acesso aberto (Open Access)
Narrativas amazônicas no ensino de História: dos livros didáticos às visões de alunos do ensino médio
(Universidade Federal do Pará, 2019-01-29) FREIRE, William Fonseca; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work, linked to the line of research Historical Languages and Narratives: Production and Diffusion, aims to research, interpret and analyze Amazonian narratives in Teaching History, from textbooks to visions of high school students. For this, part of an action research, qualitative and bibliographical type, whose corpus is composed of the theoretical constructs of Rüsen (2011), Choppin (2004), Bittencourt (1993), Munakata (1997), among others. which foster discussions about various textbook approaches in Teaching History, as well as punctuating the book as a cultural product. Still, it counts on the analysis of the students of the High School, from the establishment of debates, workshops for the choice of the didactic book and its consideration as object of historiographical approach, mainly, in relation to the construction of the regional element and its interference in the narratives of the material in question, specifically, the concept of the Amazon region and its historicity. The product of this study concentrates on the participatory production of a site containing the course and the walk, deconstruction and reconstruction of new readings of the writings of the history of the Amazon.