Navegando por Assunto "Texto"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Conotação e metáfora no ensino da escrita para alunos da Educação de Jovens e Adultos
(Universidade Federal do Pará, 2015-07-13) RIBEIRO, Jandiassy Nazaré Braz da Silva; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
A paragrafação na organização do texto escrito: uma proposta de ensino para alunos do 9º ano do Ensino fundamental
(Universidade Federal do Pará, 2018-03-26) BARROS, Raimundo da Silva; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This work invests in the didatization of the organization of the written text, through the paragrafation. The aim of this study was to analyze the macrostructure and superstructure of the texts of 9th grade students, in order to identify the problems related to paragrafting strategies and the possibilities of delimiting the paragraphs in typographic and linguistic-cognitive terms. Its specific objectives are: to identify and describe the presence or not of planning in the organization of the text of the students; examine and describe the topical structure manifested in students' texts; demonstrate the importance of the topic in the construction of a coherent paragrafting; to elaborate a didactic proposal about the paragrafication, taking as a basis genres in which argumentative (expor / prove) sequences predominate. The study takes as general theoretical assumptions the grammar of text in the model presented by Van Dijk (2000) and the textual typification presented by Adam (2008). Besides these authors, the work was based on the notion of discursive topic in Jubran et al. (1992) and in the study of paragrafting postulated by Rehfeld (1984). It is a research of an applied nature, since it aims at the production of knowledge that has practical application and directed to the solution of real and specific problems; has a qualitative character, insofar as it considers a dynamic relation between the real world and the subject that can not be translated into numbers. The subjects of this research are students of the 9th year of elementary education II, of urban school of the public network of the city of Macapá, Amapá. The results of the study demonstrate a tendency for the student to produce argumentative type text with predominantly typographic paragrafting criteria, which reduces the possibility of detailing the discursive topic and compromises text slicing and, consequently, argumentativeness. With the objective of developing the students' textual-discursive competence regarding the paragrafation, the work presents a didactic proposal about the properties of the centration and organicity as parameter to be adopted in the work, in the classroom, with the paragrafation of texts of argumentative superstructure. The proposal is based on the genre of opinion, whose paragrafting is of the order of exposition / argument.
Acesso aberto (Open Access)
A teoria sistêmico-funcional: uma contribuição para o trabalho com o texto
(Universidade Federal do Pará, 2015-12) SOUSA, Rosângela do Socorro Nogueira de
This paper aims to reflect on the contribution of systemic-functional grammar hallidayana base to work with the gender in academic classroom language under the label of metafunctions. Do not intend here no analysis of the corpus, but a discussion of how the systemic-functional can contribute to the methodological practices in the classes of text production.
Acesso aberto (Open Access)
Texto de opinião e sequencia argumentativa: uma análise do texto argumentativo produzido no ensino superior
(Universidade Federal do Pará, 2018) ALVES, Ana Paula Martins; NOGUEIRA, Marílio Salgado