Dissertações em Letras ( Mestrado Profissional) - PROFLETRAS/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8046

O Mestrado Profissional em Letras em Rede Nacional (PROFLETRAS) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA),cuja coordenação geral está sediada na Universidade Federal do Rio Grande do Norte (UFRN/Natal).

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Ana Maria Machado em sala de aula: leitura literária e formação do leitor
(Universidade Federal do Pará, 2015-08-30) VIANA, Maria Helena da Silva; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
This paper aims to present a methodological proposal to the reading of two works (Quem perde ganha e O Cavaleiro do Sonho: As aventuras e desventuras de Dom Quixote de La Mancha) by Brazilian writer Ana Maria Machado, intended for children and youth in order to encourage the literary literacy and the reader formation in a public school in the city of Ananindeua, in the state of Pará. It is considered, thus, the literary literacy as a right of all (Queirós, 2014) and the literary text being the core of the Portuguese discipline for being a manifestation of excellence of memory, of operation and creativity of Portuguese language (Silva, 1988). The literature teaching in public schools is target of criticism and has contributed timidly to form proficient readers, since the schooling process has occurred inappropriately and the teacher‟s challenge is to find the balance between the interests of personal enjoyment and the needs of literary schooling (Cosson, 2014). It is necessary, therefore, to rethink the problem so that the literacy text is not just nomenclatures object, grammatical banalities and superficial analysis (Smith, 2011), but an instrument that can raise reflections and relevant contribution to the lives of students. This paper is organized in three chapters: the first discusses the teaching of literature and the reader formation, the second deals with the literary universe of Ana Maria Machado and the third brings a proposal of pedagogic intervention. It is intended, this way, that the school promotes the insertion of children and youth literature and of the classical in their daily lives in order to contribute so that the reading of literary text be a meaningful and pleasurable activity for elementary school students and, thus, encourage the reader formation in public schools.
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O apagamento do rótico em posição de coda silábica na escrita escolar
(Universidade Federal do Pará, 2021-12-16) NATIVIDADE, Demiany Cristina Cursino; OLIVEIRA, Demerval da Hora; http://lattes.cnpq.br/9406653724224547
This work investigates the deletion of the R in coda position at the end of words in texts from 6th grade students of a public school in the municipality of Ananindeua. In the light of Variationist Sociolinguistics, an analysis of a variationist nature was carried out in texts of the short story genre, produced in the context of the classroom, in order to observe the use (or not), by students, of the R in the end. of words and the interference of speech in the occurrence of this phenomenon. The analysis of linguistic and extralinguistic groups aims to identify the factors that effectively favor the occurrence of the phenomenon under study, in order to serve as information for the development of a didactic-pedagogical intervention proposal with the purpose of helping the teacher and enabling the student to expansion of their communicative competence and linguistic repertoire on the topic in question. The texts were collected in the classroom after reading and discussing a short story that served as the basis for the students' production. A quantitative analysis of data from students' texts was carried out using the variable rule program GoldVarb X, which showed a significant influence of factors such as gender, word length and the type of vowel that precedes the rhotic for the occurrence of the phenomenon. Based on the results obtained and on the reflections on Portuguese Language teaching, an intervention proposal was elaborated with the aim of offering teachers and students an alternative to study the object under analysis that would make the student reflect and operate on language, making more conscious use of the rules for the use of R at the end of words in situations of greater or lesser monitoring, according to communicative intentions and purposes.
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Argumentação e a formação do sujeito aluno-autor: processos de (re)significação do dizer na era digital
(Universidade Federal do Pará, 2016-12-14) ANTUNES, Glauce Correa; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The present work aims to discuss, from the perspectives related to the verbal interaction and discursive genres postulated by Bakhtin (2003), Bakhtin/Volochínov (2006) and Geraldi (1997) and reading and writing conceptions proposed by Kleiman (2013) and Antunes (2005, 2009, 2012), how we can contribute to broadening reading and writing skills, promoting the contextual use of the chosen discourse genre, namely the letter. Our studies were also based on Rojo and Barbosa (2015), Rojo (2013) and Araújo and Leffa (2016) regarding the use of new technologies in school. As for the type of research, in relation to the procedures, it is an action-research and participant; about the approach, is qualitative, with ethnographic traits, since it involves the improvement of teaching practices through our interferences, whose information was gathered through a field work. The subjects selected for the survey are 8th grade students from the municipal public-school system in Belém. The corpus of this research is composed of handwritten letters and Facebook posts produced by the mentioned students. As a general objective, we intend to verify in what sense the writing of the discursive letter genre mobilizes different knowledge when it is used in school practices centered as close as possible to the linguistic situations of the students. Regarding the specific objectives, we intend: (i) to ascertain how these same subjects behave in a context with the singularities of the virtual world; and (ii) to verify how the use of speech sequencers facilitates the construction of meanings in their productions. To do this, we introduce the use of Facebook so that they also position themselves as critical readers, in order to compare what differentiates their critical online position from conventional writing, thus comparing the contexts of production and the differences that this implies in the lexical choices. In addition to the aforementioned authors, we have been in Lopes-Rossi (2008) and Solé (1998), which have led some of the guidelines we have proposed to achieve our objectives. To reach them and consolidate our analyzes, we applied an intervention proposal, carried out in the form of a teaching project, with modules for reading, writing and dissemination, which culminated in exchanges of letters between school students in different cities (Belém and Tomé-Açu) and posts in the profiles of our students from Belém. The results point out that there is a change of posture when the student-author subject is faced with a linguistic situation in which, in fact, there is a real interlocutor and the writing becomes significant and makes different grammatical, lexical and phraseological choices when structuring its statement in front of different interlocutors.
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Argumentação e formação do senso crítico: proposta de trabalho com o gênero anúncio
(Universidade Federal do Pará, 2018-07-09) PASSINHO, Joelton da Silva; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
In this study, the difficulties of argumentation presented by students of the 9th grade of Elementary School of a public school in the municipality of Curuçá-PA were investigated (through reading, oral and written activities), with the objective of elaborating a proposal of intervention that contributes to the accomplishment of more proficient readings and favors the development of the critical and reflexive sense of the students. The research, based on quantitative-qualitative sociolinguistics, involved the realization of several stages: (i) data collection from diagnostic activities; (ii) selection of the texts for the initial diagnosis; (iii) analysis of data and considerations about the most relevant items; (iv) preparation of the intervention activities (v) application of the proposed exercises and reflection on the results achieved; (vi) dissemination of students' final productions. The corpus consisted of data collected from the productions of 20 students (from the urban area and rural area, being 05 boys and 05 girls from each area), and the research was submitted to a methodology based on textual linguistics and with influence of the analysis based on authors such as Adam (2008), Abrel (2009), Bagno (2009), Ducrot (1987), Fiorin (2016) and Marcuschi (2008). The verification of the results made it possible to verify that students complete elementary school with low argumentative competence, since they demonstrate great difficulties to understand information that is not on the textual surface and, in most situations, do not question the ideas presented in the texts. Based on these findings, a didactic-methodological proposal was formulated with the purpose of intervening in the evidenced deficiencies, so that the student reaches greater argumentative competence in the later grades.
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A argumentação em práticas de leitura e (re) escrita com alunos de 4.ª etapa da EJA de uma escola municipal de São Luís
(Universidade Federal do Pará, 2015-08-20) SOARES, Rosangela Diniz; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
This study analyzes and characterizes the reading and rewriting productions of the genre argumentative letter of the students from the 4th EJA step of a school from the municipal educational system of São Luís, with a view to identifying skills and competencies in the use of discursive-argumentative resources in written production of the genre argumentative letter that these students have already developed, as well as the difficulties that deserve to be remedied. In this attempt, there’s a reflection about the socio-discursive and interactional conception that guides the study of the language, facing the discursive practices of verbal interaction, which only takes place in real situations of speech and writing and is materialized in the form of textual genres, especially those of argumentative bias. It presents also the concepts of text, gender and discourse from the perspective of Text Linguistics (LT), which sees them as action and not abstraction. Also in this socio-discursive perspective, the argumentation is effective as resource to access the citizenship, as it enables students of EJA questioning their social rights. And for the seizure of data that gave the chance of verification of the difficulties aforementioned, it was used questionnaires and analysis of the initial written production of students of two genders of argumentative bias. The results are revealing that students have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter, but are competent in the capture of the point of view. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results. The results are revealing that students are competent in the capture of the point of view in opinion texts, but have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results.
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A argumentação no discurso de sujeitos alunos do Ensino Fundamental: a construção da identidade regional mediada pelo gênero canção nos estilos Música Popular Paraense e Tecnobrega
(Universidade Federal do Pará, 2019-09-09) ARAÚJO, Antônio Aprígio Fernandes de; CUNHA, Marcos André Dantas da
The research is a Master’s Thesis project of the Professional Master's Program in Letters - PROFLETRAS and turns into an action research. The main goal is to motivate the development of written argument around the reflection of the student from elementary school about his / her cultural identity (regional / paraense). Thus, working with the argument could indicate pedagogical alternatives committed to a critical person that discuss relations of power involved in the debate about regional singularities / differences and being more specifically it shows how music can help students to get ready socially and critically by understanding and realizing themselves in face of the relations of power already existed. This research has based in the theoretical and methodological conceptions of French Discourse Analysis (AD), more specifically in the conceptions of Foucault (2008). In addition, by working in partner to development of identity of the Paraense subject student, mediated in Paraense Popular Music (MPP), this study gets its focus into the cultural and identity studies disseminated by Certeau (1994), Bauman (1999) Canclini (1991). Furthermore, it has gotten theoretical contributions from textual linguistic scholars, more specifically concepts referring to the theory of argument from Koch (2004) and Fiorin (2015) that considers the argument as a tool, textually possible to be starting by the students. The research goes for drawing actions methodological that provide an availabe listening and analysis-reflection about the musical production, whereas the concept of reception / performance of Tecnobrega and MPP by the subjects students, as such as productions themed a Paraense regional identity. Therefore, we go for propose / mediate the development of get into an argument in texts written by the subject students getting as theme the cultural identity, from the texts focused in two musical genres identified as paraense genres.
Acesso aberto (Open Access)
Biblioteca itinerante na escola: uma proposta para a formação de leitores
(Universidade Federal do Pará, 2020-06-25) ARAÚJO, Lena Cilene Hashiguti de; SALES, Germana Maria Araújo; http://lattes.cnpq.br/8723885160615840
Training readers in a country where there are difficulties in accessing books by most of the population, due to unequal social conditions, is a challenge, but also a commitment that must be assumed by the bodies responsible for education at all levels, and, specially, by the public school. For it has tools capable of acting to promote the democratization of reading. The main tool is the school library, which consists not only of a physical space within the school, but also of a movement in favor of the dissemination of reading in the school space, so that the student is given the opportunity to insert in his daily life one more element, the book. Thus, this study listed as a central objective, the promotion of access to books to students from a public school that is part of the Pará state network in the district of Icoaraci, in the city of Belém do Pará, through the creation of an itinerant library. The library was organized with collections from the National Program Library at School – PNBE (Programa Nacional Biblioteca na Escola). In order for the collections to be available to all students at the institution, a reading project was carried out, with the participation of the school's teaching and technical staff, with the main activity being the Itinerant Library at School Day. However, only five classes of Elementary School II (Ensino Fundamental II) were accompanied by the teacher-researcher. These classes received incentives to borrow books during classes that are specific for reading, in which the teachers sought reading strategies that took into account the particularities of each student when coming into contact with polysemic texts. Action research was chosen as the methodology for collecting and discussing data. The theoretical discussion is based on Zilberman (1991), Lajolo (2006), Lajolo, Zilberman (1996), Gebara (2002), Abreu (2006), Ferrera (2009), Sales (2014), De Maria (2016) and others. As a main result of the analysis of the methodological instruments, there is an increase in the students' position for literary reading due to the access to books and the use by the mediator of reading practices that considered, mainly, the comprehension capacity that the beginning reader presents when coming into contact with a literary text.
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Círculo de leitura : uma proposta para a leitura de o Fantasma de Canterville de Oscar Wilde no Ensino Fundamental
(Universidade Federal do Pará, 2021-08-30) ROCHA, Nívea Lais Marques da Costa,; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This paper seeks to discuss the formation of literature readers, especially fictional narratives, from the experience of a reading circle in a 9th grade elementary school class in a state public school in the district of Icoaraci, located in Belém , PA. The path included, at first, reading and reflecting on the role of literature in human and school education; the presence of the literary text in official documents, notably in the Common National Curriculum Base (BNCC), approved in 2018; the characterization and modalities of reading circles. For this, Daniels (2002), Cosson (2017, 2018), Candido (2004), Todorov (2009), De Maria (2016), Colomer (2007), Rezende (2013), Dalvi (2013) were adopted as theoretical repertoires.), Aguiar (2013), Yunes, (1999, 2009), Bajour (2012) and Souza and Girotto (2011). Secondly, from Thiollent (2011), the dissertation brings the context of the research and its subjects to then deal with the diagnostic procedures and describe the proposed activity, reproduced in an attached pedagogical product, focused on the collective reading of the work The Ghost of Canterville, by Oscar Wilde. We hope that this proposal will help Portuguese Language teachers who work in elementary school and who wish to start or continue a work with the literary text in their classes, in addition to qualifying and encouraging literary reading among students.
Acesso aberto (Open Access)
A Compreensão leitora de alunos do 8º ano a partir de um projeto de leitura com o gênero discursivo notícia
(Universidade Federal do Pará, 2018-03-29) SILVA, Angélita dos Santos Conceição; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
The present study consists of a theoretical and practical investigation on the reading proficiency of 8th grade students at elementary school, starting from a work that deals with the news discursive genre. The research hypothesis is that, if students take part in a pedagogical reading project, based on the methodological guidelines by Lopes-Rossi (2008), which provides them the reading of concrete statements as regards the news genre, they are able to develop some skills, increasing their level of reading proficiency. In these terms, the general objective of this investigation is to reflect on the reading comprehension levels of 8th grade students throughout the reading project aforementioned, which focuses on the news discursive genre. Thus, the specific objectives are: a) to observe which text processing strategies these 8th grade students can comprehend while reading news genre texts; b) to verify if students understand the implicit knowledge in the text; c) to observe if, starting from linguistic-enunciative marks, students can construct meanings as regards the text. In the light of Applied Linguistics, this research, associated to the Project of Research Practices of Language and Teacher Training, at the Federal University of Pará (UFPA), Campus of Castanhal, is correlated to the dialogical conception of language, relying on Bakhtin Circle theorists and researchers who follow such field of study. It is characterized as an action-research, qualitative-interpretative, of ethnographic and applied nature, carried out at a public state school, in Belém, Pará, Brazil. As a means of answering the question of how the work with the news genre, developed within a pedagogical intervention based on the methodology of projects proposed by Lopes-Rossi (2008), can contribute to the development of the reading competence of these 8th grade elementary students, we first performed a class’ diagnosis, implementing a reading activity with concrete statements of the news discursive genre, so as to verify the students’ reading comprehension level. Then, based on the diagnosis made, we elaborated a proposal of pedagogical intervention with the aforementioned gender and implemented it in a group of 8th grade elementary students. Thereafter, we selected the written responses of ten participants, as a representative sample of the answers given to ten questions – in order to qualitatively analyze their reading comprehension level. The results showed that, after the intervention, the students were able to understand essential text processing strategies for comprehending the statements. Therefore, they reflected on the textual component, identified the explicit information, inferred the implicit ones, rebuilt their processes and produced meanings to the utterance, presenting abilities that are characteristic of the levels of literal and inferential comprehension. Besides that, they noticed the meaning effect produced by choosing and using of a particular linguistic-enunciative mark, inferring the discursive intentionality of the enunciator. Overall, most students expanded their reading, in order to reach the meaning of the text, producing personal answers, denoting interpretative comprehension skills. We conclude that the implementation of the Reading Pedagogical Project with the News Discursive Genre contributed to the development of the reading competence of 8th grade students, increasing their level of reading proficiency.
Acesso aberto (Open Access)
Concordância verbal em textos de alunos do ensino fundamental maior: variação e ensino
(Universidade Federal do Pará, 2018) MORAES, Ronaldo Nogueira de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
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)
A consciência socioideológica e a produção valorada do discurso : uma proposta pedagógica para o 9º ano com o gênero discursivo carta aberta
(Universidade Federal do Pará, 2021-06-28) SANTOS, Iris Letiere da Silva; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
The research consists in the elaboration of a Pedagogical Project of Reading and Writing with the open letter discursive genre, aimed at 9th grade students, for the development of socio-ideological awareness and the valuational production of the discourse. In the light of Applied Linguistics and linked to the Research Project The teaching of the Portuguese Language through the sociological and evaluative concept of the language, from Federal University of Pará (UFPA), campus of Castanhal, the investigation is based on the dialogical conception of tongue and language, using its sociological and evaluative approach, and in Interactionism, theoretical bases sustained in the studies of the Bakhtin Circle (VOLÓCHINOV, 2017 [1929]; BAKHTIN, 2011 [1979], among others. In seeking to answer how it is possible to systematize activities that contribute to the student's evidence of socio-ideological awareness and valued valuational discourse production in his textual productions of the open letter discursive genre, the investigation raises the hypothesis that the Reading and Writing Project, elaborated from the sociological and evaluative approach of language, helps 9th grade students to show, in the textual production of the open letter discourse genre, social and ideological aspects, and to present marks of evaluative speech. The research is characterized as qualitative-interpretative, of a propositional character and applied nature, and its general objective is to propose a Pedagogical Project for Reading and Writing for the 9th grade, with the discourse genre open letter, in order to contribute to the constitution socio-ideological awareness and the valuational production of students' discourse. As specific objectives, it is proposed: a) to understand how the social and ideological aspects can be contemplated within the Reading and Writing Project; b) verify how the valuation issue needs to be addressed in the Reading and Writing Project, in order to contribute to the textual production of the open letter, with the goal of persuading the interlocutor and achieving the discursive purpose of the open letter. In order to seek to answer the question of this research, a diagnostic activity was carried out with the discursive genre open letter to verify the students' knowledge about the genre, and, mainly, if there were signs of socio-ideological awareness and valuational discourse production in their productions. The diagnostic analysis showed some signs of axiological positioning in writing, little knowledge of students about the genre and problems related to the articulation of the text and the formal language in its written modality. In view of these results, using the methodology of Lopes-Rossi (2008) as a reference, a Reading and Writing Project was proposed with the open letter discursive genre, aimed at the 9th grade, with the objective of contributing to the constitution of socio-ideological awareness and valuational production of students' discourse. Therefore, reading activities were developed aimed at reflecting on the social, historical and ideological relations of the text production context explored in the project, as well as questions about thematic content, understanding and interpretation, style and compositional construction. The projetct generated an educational product, in e-book format, to be made available on the educapes.capes.gov.br platform, as support material for Portuguese Language teachers.
Acesso aberto (Open Access)
A constituição dos sentidos a partir do gênero multimodal tira
(Universidade Federal do Pará, 2019-06-25) RODRIGUES, Marta Goreti do Nascimento; RODRIGUES, Isabel Cristina França dos Santos; ttp://lattes.cnpq.br/0226549641470972
Acesso aberto (Open Access)
Construção de glossário como mediação da escrita de alunos do campo
(Universidade Federal do Pará, 2019-08-29) BORGES, Helena do Socorro Damasceno Palheta; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This work aims to treat about the reading and writing issues of the students of Escola do Campo. As main objective this research intent to describe the central problems about the write and the reading of this students and also set up an didactic pedagogical proposal to guidance this reality. As it is known, the reading and writing activities involves some socio cognitive complex process and claims some abilities domains (equally complex) which achieve and develop through linguistic practice what increase the conceptualization and verbalization of the world. Those linguistic practices involve, for example, the observation and reflection about the things in the world, the textual production (oral and write), the rewriting and the discursive re-elaboration, the synthetization and development of themed topics, also the metalinguistic reflection. Therefore, this work presents an intervention proposal based on Pesquisa-ação (cf.THIOLLENT, 2008) and on Educational Sociolinguistic (cf. BORTONI-RICARDO, 2004, 2008, 2014), which uses as strategy the elaboration of a glossary specialized in agricultural activities terms in the Escola do Campo. This research and intervention were developed along with the sixth and seventh year students of the Brazilian school system organization, in the Escola Municipal Agrícola de Barcarena-PA, and has the following methodological steps: (i) Diagnostic observation; (ii) Identification and analysis of the writing issues; (iii) The results presentation; (iv) Production process of the texts based on the entry genre; (v) Elaboration of the catalog forms; (vi) Gathering and data selection; and (vii) Organization of an illustrated glossary containing 301 terms of the agricultural activities of the Escola, which one was the purpose of this intervention and which will work as didactic material in this same school.
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)
Da tradição oral ao texto escrito: trabalho com a escrita em sala de aula
(Universidade Federal do Pará, 2023-09-28) GONÇALVES, Roseli Ferreira da Costa; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
In this study, we discuss an experience of writing appropriation in Portuguese Language classes by students from a 5th-grade class at Rotary Municipal School, located in the city of Belém, in the Condor neighborhood. The research was based on multiple writing and rewriting activities centered around the study of legends. Our overall objective was to describe the marks of an individual who engages with and works with language through the appropriation of “legends” via writing. To achieve this, we proposed the following specific objectives: a) establish a comprehensive diagnostic assessment of the students' writing skills at the initial stages; b) identify indicators that reveal the subject's effort to appropriate linguistic knowledge at different levels within school writing instruction activities; c) identify signs of "creative" appropriation of legends by students through their written productions; d) discuss the possibilities for developing a language education centered on the subject's engagement with and utilization of language within the context of current teaching and research practices. The theoretical framework was guided by authors adopting the interactionist perspective, including Volóchinov ([1979] 2018) and the Bakhtin Circle, Geraldi (2011, 2013, 2015, and 2019), Franchi (1995), Gancho (2006), and Possenti (2002 and 2009). Our research methodology involved Action Research, as presented in its fundamental principles by Thiollent and Colette (2014) - contract, participation, changes, discourse, and action. Our focus was on a descriptive-qualitative research with a diagnostic nature, in which we conducted observation, investigation, and reflection on the outcomes of our own teaching practice. In the classroom, we conducted multiple activities centered around the axes of writing and textual rewriting, following Geraldi's (2011) concept of writing as work. Through our experience, we demonstrated that the process of student text writing appropriation occurs through interaction, practice, and reflection. The subject's writing consists of voices that resonate in word choices, expressions, and ways of perceiving the world, revealing the establishment of writing processes that allow students to become authors.
Acesso aberto (Open Access)
Debatendo o racismo religioso no Ensino Fundamental
(Universidade Federal do Pará, 2024-06-27) ARAÚJO, Vandeberg Pereira; CRAVO, Marilúcia de Oliveira; http://lattes.cnpq.br/9728768970430501
Based in Thiollent (1986) and Engel (2000) action research's methodological assumptions, the present work goals to develop intervention practices to face religious racism which manifest itself in hate speeches and hate actions reverberating in physical and verbal violence against ―Tambor de Mina‖ participants, religion originated by black slaves which were caught and came to Maranhão, they were a persecution target through their all long history. We have as a goal to contribute for fighting against religious racism in society through its existence proving by raising awareness respect to the characteristics of ― Tambor de Mina‖ elements through oral gender debate. To develop theme's concerning actions we choose exploring orality, because we believe it is essential the development of speech capacity both interactive context, kind of arguments and linguistic choices as discussed theme's knowledge. The actions were developed in order to reframe our teacher practice through reflexive process to strategies which contribute for integral students development. Realized actions had as theoretical background racism studies based in CARNEIRO (2023) and GONZALEZ (2022) ; In ― Tambor de Mina‖s studies in Maranhão, we have as reference FERRETI (2009) and FERRETI (2000) in textual gender studies scope in interactionist perspective in general way and debate gender in special we appealed to BAKHTIN (2021 [1940]); SCHNEWLY e DOLZ (2004), KOCH (2022), FERRAREZI (2018). The project culminated in pedagogical purpose applied in a 8th degree class, where it was possible take students to understand religious racism with religion with relation to ― Tambor de Mina‖ like a society's racism face; beside comprehending the importance of oral manifestation to citizenship accomplishment and argumentation in interaction process.
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 ...).
Acesso aberto (Open Access)
O desenvolvimento da escrita argumentativa: uma proposta de trabalho com o gênero Meme em turma de 8º
(Universidade Federal do Pará, 2019) RODRIGUES, Cinara Lopes; RODRIGUES, Isabel Cristina França dos Santos
Acesso aberto (Open Access)
O desenvolvimento do conhecimento leitor de alunos do 8º ano: um trabalho com textos de memórias literárias contadas por contadores antigos de Castanhal
(Universidade Federal do Pará, 2019-02-28) SILVA, Idaléia Cruz; OHUSCHI, Márcia Cristina Greco; http://lattes.cnpq.br/3038449011739174
This thesis focuses on a study upon reading proficiency development of Grade 8 students based on literary memories. The research involves qualitative-interpretive, experimental research and applied methods. Likewise, it is on the basis of Bakhtin Circle as well as other scholars who have epistemologically taken the same strand. Concerning to reading practice, it followed the approaches by Britto (2012) and Menegassi (2010; 1995). It is noteworthy that this study was accomplished in partnership with the research project Dialogism on Linguistic Practices from Discursive Genres Approach (UFPA- Castanhal). The research starts from the hypothesis that the implementation of a work with reading activities and under a dialogic bias makes it possible for elementary students to develop their own reading skills. In terms of overall objective, this work mostly pursued to scrutinize the possibilities and consequences of working with literary memory genre regarding Grade 8 students reading proficiency. It comprises the following specific objectives: a) implement an experimental proposal with texts of literary memories, containing stories of the people from Castanhal; b) to verify whether the activities with texts of literary memories told by former residents of Castanhal were effective or not from an analysis of students’s school performance. In order to explore such hypothesis and reach the aforementioned objectives, it was conducted a diagnostic reading in the classroom with the chosen discursive genre aiming to cover students’s comprehension. The diagnosis displayed a higher number of correct answers in the decoding and literal levels, reasonable problems in the inferential level, and a more significant difficulty in the interpretative one. In accordance with the results taken from it, it was proposed an educational intervention, which contains four workshops about this genre and based upon Lopes-Rossi (2008) methodology. Afterward the step in the classroom, it was selected 12 attendees written responses as sampling for the qualitative analysis. Findings provided insights that most of students were able to understand question statements, to find explicit and implicit information in the texts as well as to make inferences, mastering literal and inferential levels of comprehension. Additionally, they also combined the discussed issue with their own background knowledge to produce personal answers, what highlighted their interpretative proficiency. From this progress, students successfully made value judgement on their own, and built up meanings about the approached text. Results underlined that with the implementation of this Educational Reading Project through literary memory genre it was possible to enhance Grade 8 students’s proficiency.