Navegando por Assunto "Written production"

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Acesso aberto (Open Access)
Gênero textual fichamento de resumo: uma sequência didática para o ensino-aprendizagem nos semestres iniciais de cursos de graduação
(Universidade Federal do Pará, 2019-05-15) BRITO, Ana Lúcia da Silva; OLVEIRA, Emília Pimenta; http://lattes.cnpq.br/3683186030112093; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537; https://orcid.org/0000-0003-3914-3773
The current thesis is composed of action research, qualitatively and applied nature. It is about the production and application of a Didactic Sequence, intending at the development of writting skills of undergraduate students about the genre descriptive annotation, allowing them to write more adequately in specific contexts of communication such as academic, political, pedagogical or everyday. Deeming that Didatic Sequence is arranged around a discursive genre, the annotation descriptive is picked as genre to elaborate this work. To uphold this research, the theoretical assumptions of the discursive / textual genres were grounded on Bakhtin (2003) and Marcuschi (2005). With respect to the textual genre, Campos (2015), Rocha et al. (2017) and Weg (2006), and on the organization of SD, the postulates of Dolz, Noverraz & Schneuwly (2004) were sustained. Eleven initial productions and eleven final productions were assayed, the results of which evidenced the proficiency of the learners in producing the descriptive annotation. Thus, the research reveals that the Didactic Sequence, as a methodology, allows the gradual improvement in students' writing skills.
Acesso aberto (Open Access)
A heterogeneidade linguístico-cultural em turmas de português língua estrangeira: o impacto na produção escrita
(Universidade Federal do Pará, 2019-08-28) SALES, Hellen Margareth Pompeu de; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
In this study, we discussed and analyzed written texts of students from different countries, participants of ―Programa de Estudante Convênio Graduação‖ (PEC G), of the Portuguese for Foreigners course, at Federal University of Pará (UFPA), who submitted to ―Certificado de Proficiência em Língua Portuguesa para Estrangeiros‖ (Celpe Bras), in the years of 2015, 2016, 2017 and 2018. The objective is to investigate the impact of the linguistic cultural heterogeneity of the student and the class in the teaching learning of the Written Production (PE) in Foreign Language Portuguese (PLE). It is, especially, an research action supported by the language biography procedure. Our theoretical base is based on studies on Plurilingualism, Pluriculturalism and Interculturalism (ABDALLAH PRETCEILLE, 2003/2010; BLANCHET, 1998/2014; CONSELHO DA EUROPA, 2001/2010; COSTE, 2001; 2010...), Competences (CONSELHO DA EUROPA, 2001/2010; HYMES, 1984...), and others, associated with the Interactionism Sociodiscursive ISD (BRONCKART, 2003/2017; DOLZ, 2004/ 2016; SCHNEUWLY, 2004/2014; BULEA, 2010/2012...). In order to constitute our data we developed Written Production workshops (directed to the target public) that gave us several texts written by the learners. They are texts that we call "real" (account of experience / linguistic biography, sketches / drafts) or of "simulated" (tasks of written production of diverse textual genres). All this material allowed us not only to identify the influence of languages cultures in the texts written in Portuguese by the learners, but also to verify attitudes, behaviors ... that sometimes helped, or sometimes they made it difficult to the process of Production written in Portuguese. The analysis of our data: 1) indicates that several texts written by the learner present "deviations" that studies, only, on textuality, do not explain satisfactorily, since they are related to the history of learning, with the attitude that the student assumed to learn portuguese etc. These are phenomenas that are often not perceived by the teacher (nor by the student) in the classroom, but which impact the teaching learning process; 2) confirms the need to deepen the study of the impact of the linguistic / cultural heterogeneity of the students, and of the group coming from their educational cultures, their learning paths of language cultures ... to understand better their written production difficulties in PLE and, thus, be able to optimize the teaching learning process.
Acesso aberto (Open Access)
A produção do discurso narrado/comentado: uma proposta de ensino para alunos do nível fundamental a partir do gênero crônica
(Universidade Federal do Pará, 2018-03-28) SODRÉ, Maria de Lourdes; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This work deals with the production of texts from the narrative base of the 7th year of middle school, taking ethics as the theme. The starting point is a diagnosis of the writing problems of these students in order to help them understand textual construction strategies related to the textual infrastructure (general plan, articulation of discursive worlds, types of sequences and ways of articulating them) and character referencing. It also aims, through an intervention proposal, based on the interactionist conception of language, to lead the students to reflect on ethical conduct from certain situations present in their context of living and in society in general. It is believed that exposed to these experiences, they can, through interaction and dialogue, respect attitudes and opinions, act in an authentic way, "forming ideas and being formed" in an "intimate" process of production knowledge. The work is based on the theoretical constructions of Bronckart (1999) on discursive worlds and on the dimensions of the organization of the text, it also uses the contribution of the studies on textual reference, as well as including considerations on ethics guided by Freire (2015) and Souza (1995), it also reflects on teaching-learning issues of writing based on Antunes (2003, 2010), Geraldi (1984, 1997, 2011), Koch e Elias (2011, 2015), Oliveira (2010), among others. Actually this work is participant observation research oriented to a qualitative analysis of the data, which consists of steps that involve the collection of the corpus: texts produced by the students from the presentation of reading and writing workshops using texts with a narrative basis with emphasis on themes related to ethics; description and analysis of students’ output; and the construction of a didactic proposal aimed at minimizing the identified problems related to the students' textual production, as well as providing discussions on various topics related to ethics. The genre selected for the work is the chronic one, since it is a gender linked to the daily life, commonly accessible to people's experiences, and for its didatization, with option for texts that deal with ethical issues, to contribute to the formation of more ethical and critical students about their time and region. The results of the research point to the students' difficulties regarding the organization of the general infrastructure of texts and the articulation of discursive worlds, as well as limitations regarding textual reference strategies. But they also reveal that the narratives that the students produce attend to a relative organization of the global semantic content, which implies that it is necessary to extend in them a latent competence to compose well-formed texts on their infrastructure. And this result justifies the investment that was made, in this work, in a didactic proposal idealized for future application by those who bet on changes in the routine of text production classes.