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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Gamificação e o gênero crônica: práticas decoloniais a partir da tríade oralidade, leitura e escrita
(Universidade Federal do Pará, 2024-03-25) CARDOSO, Jeocele Marília Vaz da Silva; SANTOS, Isabel Cristina França dos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
Society is entangled in a flow of information and discoveries, and the school follows this world with minimal steps, where the skills associated with innovation and the use of technologies are frequent. The challenge of arousing students' interest in the classroom has been constant, and teachers have sought to reframe their practice to promote a teaching and learning process that provides opportunities for protagonism, autonomy, creativity, engagement, playfulness, and criticality. This study aims to find out how the use of digital technologies and game mechanics can contribute to students' learning in oral, reading, and writing practices, providing opportunities for protagonism and creativity in the use of language in their social practices. Considering the daily practices of language teaching in school spaces, we seek strategies that encompass the use of immersive technologies with discursive genres, understanding the theoretical-practical relationships and their social and communicative functions in convergence with dialogical and decolonial concepts. The chronicle genre forms the basis for the development of the activities proposed in this work, considering the social dimension, based on the categories of analysis: thematic content, style, and compositional construction, with the aim of mobilizing knowledge beyond the classroom in convergence with themes from the students' daily lives. The analysis of the data, based on the conditions of production, sought to understand the aforementioned categories to identify difficulties and potential in the writing of the text, and presented the following situations: a) Regarding aspects related to the constituent elements of the statement, of the twenty-three participating students, two followed the theme described in the production command, while the others addressed semantic and discursive dimensions beyond what was requested; b) Regarding the context of compositional construction, the students made different choices in the construction of the discourse; c) Regarding style, all the students considered the aforementioned element. In applying the intervention proposal, considering the research objectives, we found that gamified activities contribute to the development of 9th-grade students in speaking, reading, and writing practices, as well as promoting engagement, motivation, and collaboration among them. Regarding the decolonial aspects, we observed that themes related to the social context of the students help them to assume reflective and critical attitudes and positions towards the problems of the community in which they live.
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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.
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O papel do Circuito Mínimo de Atividades no desenvolvimento da compreensão leitora de textos do gênero conto de terror: uma experiência em uma turma do 8º ano da Escola de Aplicação da UFPA
(Universidade Federal do Pará, 2024-10-10) MEDEIROS, Simone Cristina Duarte; OLIVEIRA, Márcia Andréa Almeida de; http://lattes.cnpq.br/5128172948571987
Reading is essential not only for academic life but also for citizenship beyond it. A student's ability to read both textual and contextual cues critically impacts their participation in society and their exercise of full citizenship. Therefore, it is essential to provide students with activities that contribute to the development of their reading comprehension. With this in mind, this research seeks to answer the following research question: How does working with reading mediated by the Minimum Activity Circuit (MAC) enable the development of reading comprehension of horror story texts by 8th-grade students from a UFPA Application School? To address this, our general objective is to analyze the effects of the MAC on the learning of reading horror stories. Considering this question, we conducted research characterized as action research, qualitative-interpretive, quantitative, and applied in nature, situated in the field of language didactics. We took as theoretical references the conception of textual genres by Dolz and Schneuwly (2004), the Minimum Activity Circuit (MAC) by Cordeiro and Liaudet (2021) and Cordeiro (2013), reading by Solé (1998) and Freire (2003), reading comprehension by Kleiman (2002, 2004) and Koch and Elias (2014), as well as Gotlib (2006) on the theory of the short story. We conducted a comparative study between the three classes that participated in the investigation. In one of them, we implemented an intervention proposal based on the MAC and conducted four reading tests, which were subsequently analyzed. In the other two, we only apply the four tests. The results of this research indicate that the class in which the MAC was implemented achieved more consistent performance in reading comprehension tests throughout the research, being the only one among the three to show continuous progress, which can be understood as signs of learning and of the development of students' reading skills.
Acesso aberto (Open Access)
Variação linguística e ensino de língua: dificuldades de uso da norma culta na fala e na escrita
(Universidade Federal do Pará, 2022-08-20) CARMO, Adriana Teixeira do; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834; https://orcid.org/0009-0002-9250-1613
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)
O diário de leitura como instrumento para a experiência com o texto literário: uma incursão pelo conto fantástico demônios, de Aluísio Azevedo
(Universidade Federal do Pará, 2022-09-30) ALMEIDA, Luís Fernando Ribeiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
This work discusses the contributions of the use of the reading diary to the experience with the literary text, precisely in classes of the 9th year of Elementary School. Among the objectives of this incursion, we can highlight the discussion of the relationship between literature and society, and its consequences in the school context; and present the basic concepts of the reading diary. Starting from a bibliographic research, in the light of studies on the characteristics of the literary text, reading procedures, author-text-reader relationship, among other researches in the teaching-learning field, it was possible to observe that, in a school context, the treatment given the literary text must provide, from a practical point of view, an immersion in the tenuous fabrics of the text's mesh, walking along the roads of the unsaid, of absences, of euphemisms, in short, that the reader is able to see what, through literary language, is beyond everyday actions. As a theoretical contribution to justify the relevance of the reader's experience in the face of the literary instance, the assumptions of the Aesthetics of Reception were adopted, based on the studies of Hans Robert Jauss and Wolfgang Iser. For the authors, the text provides clues to the reader, suggests, gives margins for different interpretations, through the process of perception. Based on this assumption and seeking to answer the question: Which teaching strategy would facilitate literary reading in a school context?, we chose to use the reading diary, based on the studies of Machado (1998) and Cosson (2021). For the cited authors, the diary is a form of verbal interaction, where the student registers/exposes his impressions about the text read. As an example of the use of the reading diary, as an effect resulting from the propositions raised about the importance of literary reading, a didactic sequence was elaborated having as a motivating text the fantastic tale Demons, by Aluísio Azevedo (1857-1913). As a tributary aspect of the theme addressed and the detailed construction of the didactic sequence for working with reading, it was possible to verify that the reading diary is a peculiar way of recording the reader's impressions through contact with the text object of his reading intervention, that is, through the record it is possible to create, recreate and intervene in the routing of the fictional narrative, for example; and that, from the point of view of functionality, it is practical for work in the classroom, since it makes teaching work more flexible, while the student (reader) can organize their own reading routine. Among the authors used for this work, we highlight Pound (2013), Coelho (2000), Compagnon (2010), Todorov (2009), Terra (2014), Cosson (2014), Silva (2013), Colomer (2007), Aguiar (2017), Rezende (2013), Zilberman (1991) and Dalvi (2013), Machado (2018), Pimentel (2011), Tinoco (2013), Moisés (2004), among other sources, who thought about the characteristics of literary language and its dialogic aspect within the authortext-reader triad; as well as reflections on methodologies for the development of reading competence among Basic Education students.
Acesso aberto (Open Access)
Jogos de RPG na mediação educacional: uma análise discursiva sobre a identidade cultural em uma escola
(Universidade Federal do Pará, 2022-09-15) LOPES, Rafael dos Santos; CUNHA, Marcos André Dantas da; http://lattes.cnpq.br/0195316299643772
The studies carried out to produce this dissertation launched on the role-playing games, the famous RPGs (English acronym for Role-Playing Game), a research from the perspective of the theory of Discourse Analysis. Thus, we decided to analyze how effective this tool is as a motivator/facilitator of the subject's cultural identity exercise in the teaching-learning process, by emphasizing the place/space of speech of the subject-student in his socio-historical position through the discourse inserted in the textual production in the stage of creation of the character-player. Thus, we reflect on the role of play and playful learning in the manifestation of discourse and their voices throughout the formation of cultural identity, considering the place/space of the rural classroom, marajoara, therefore, on the banks of an Amazonian river, far from urban centers. Therefore, this dissertation begins with the importance of considering the socio-historical context in which the individual-subject is inserted, then we expose the educational contributions of playful teaching and, with that, we launch a conceptual research on RPG games and in-depth typology of what this type of entertainment is about, clarifying in detail what RPG is and how it can serve as a pedagogical tool. Then we present the entire historical-geographical and cultural context of the place where the pedagogical intervention was applied, in which we approach the municipality of Curralinho, in Marajó, present the community and make a description of the riverside school object of our research. With all the research carried out so far, we present the RPG system that was applied at the school and the identity criteria of the subject-students, related to those used in choosing the game brought to the classroom, focusing on the characters, the scenario and the adventure. We detail the step-by-step of how the proposal of the role-playing game was carried out, and then we carry out a detailed examination of the identity construction of the subjects, based on the concepts of Discourse Analysis, on the texts produced in the stage of creation of characters. After the final considerations, we have incorporated an appendix to this dissertation with a pedagogical proposal so that any teacher has in hand a detailed guidance on how to apply RPG in the classroom in any discipline and even carry out interdisciplinary work with their student body.
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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.
Acesso aberto (Open Access)
A interface oralidade, leitura e escrita na produção do gênero digital videoblog
(Universidade Federal do Pará, 2021-06-02) SILVA, Adriano Nascimento; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The purpose of this research is to analyze the Videoblog (vlog) as a discursive genre being used to teach Portuguese Language (PL) for students from 9th grade in a public high school located in the municipality of Santo Antônio do Tauá – Pará, considering oral, reading and writing skills. It is important notice the necessity of students being in a foward progress of writing and oral aspects although many of them have difficulties to produce writing texts, in addition make the oral skill works correctly in different contexts as well as the reading. From that the studies realized the hypothesis of considering the Vlog genre as a tool which contribute for teaching PL the most reflexive way since it must be necessary using the oral, reading and writing abilities to produce many interactions. Toward these studies, the general objective is: look into the relation among oral, reading and writing aspects into the process of teaching and learning of the students through activities that based on discursive Vlog genre. As specific purposes there are: investigate what the students already know about the Vlog genre, introduce the Vlog as a tool of teaching and learning writing and oral practice, encourage students to realize how is important to use suitability the orality in different communicative contexts as well as reading and writing skiils, produce Vlogs from experiences of these students. This research is based on literature from Bakhtin who studies aspects of language and dialogismo, Rojo and Moura (2012;2013) those approach the new resources of technology to teaching actions and also multiliteracy in the school, Menegassi (2010) about reading, writing review and rewrite aspects, Ataliba (2017) with regard to Vlogs. The qualitative-interpretive research with ethnografic characteristics have been developed as methodology of this study following up the steps: It applied some survey to the students, they attended to lectures, visited a museum the Tauá river, produced a presentation script, rehearsed and recorded Vlogs. The research has produced a Teacher guide from the analyses of the datas reached on it, an educational product based on Lopes-Rossi (2008) reading and writing project with adaptations. Their objective is advance what is considered a challenge through the educational process of students about Information and Communication Digital Technology aspects. Thus, the presented datas on this research have contribuited to understand what has been needed to submit as strategy for teaching PL through Vlog digital genre.
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 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 narrativa autobiográfica no 8º ano do Ensino Fundamental: entre a escola e as práticas socioculturais em uma comunidade ribeirinho-quilombola
(Universidade Federal do Pará, 2021-06-15) OLIVEIRA, Ecilia Braga de; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The purpose of this research is to analyze textual production in Elementary School from autobiographical narratives in a school located in a “ribeirinho-quilombola” community, starting with the sociocultural practices that involve the 8th grade students. The route is intended to work the identity of the learner as transformation agents of themselves and the world that surrounds them, starting from the reality experienced by them to the broader knowledge that dialogues with other realities. The beginning didactic experience, data generation and diagnosis happened between april and december 2019. Based on the grounding and foundation of the study, authors such as Bakhtin (1997, 2012, 2016), Menegassi (2010, 2016), Lopes-Rossi (2005;2008), among others who discuss and analyze the work with the text in the classroom, as well as Thiollent (2011) and Angrosino (2009), who recognize ethnographic research as a methodology that allows us to know the subjects and their worlds. The intervention proposal comprehend reading, writing and linguistic analysis practices in the classroom. It has the goal of arouse new discussions, contributing to a greater attention to the text production in schools, especially in the country school, since it became considerable the need for methodological innovations in classes destined to textual production in communities that are still systematically appropriating the written modality of the language. However, recognize the triad orality, reading and writing for the best performance in the classes of textual production, since more attention will be paid to written and oral production – which obviously does not rule out the importance of reading as the main relevant factor in the absorption of knowledge and dialogues that awaken the relationship between theory and practice, between what is being said and what is actually experienced in sociocultural practices. It is expected to contribute to the development and improvement of a better performance and the role of the student as a textual producer, whether oral or written. For the development of the research, it was choose for the methodological tessitura of action research, a line of research, whose function is to solve problems with a view to the transformation of a reality. The theoretical contribution is bakhtinian sociodiscursive interactionism that talk about the verbal interaction and aspects that cooperate to construct the meanings of the text. The data analysis was performed from the applied questionnaire and from the initial text that allow to understand how the students' writings are. It was not possible to reach analytical results, because of the suspension of classes due to the pandemic of Covid 19. However, the non-application of the intervention proposal redirected the research to be elaborated the educational product "Gamebook Guardians of Açaí", pedagogical material that works the writing through a product whose format is appbook, a book-application, digital and interactive. The pedagogical object dialogued with the sociocultural practices of the countryside subjects to the extent that the narrative is a collective writing that talk about the knowledge of açaí collectors, one of the main economic activities of the region. It was possible to use digital resources (google Meet, WhatsApp) to mediate the written production in the year 2020; This way, think about the factors that contribute to the development of pedagogical practices that stimulate the process of teaching and learning writing in Portuguese by “ribeirinho-quilombolas” students.
Acesso aberto (Open Access)
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)
Leituras de lá e de cá: a formação de leitores a partir do diálogo entre a “literatura de massa” e a literatura canônica
(Universidade Federal do Pará, 2019-07-01) SANTOS FILHO, Wlademir Ferreira dos; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592
The present research presents a reflection on the practice of reading the literary text in elementary school, as well as seeks to verify the effectiveness of a didactic intervention proposal that could succeed in the scope of forming students literally literate from the dialogue between mass literature and canonical literature. We tried to demystify the current discourses that the "teenager does not read, does not like to read, or reads a little." For that purpose, the reading project "Readings from there and from here" was implemented in the ninth grade class of the Luiz Nunes State School in Ananindeua-PA. The hypothesis was that if the school left interests and actual reading experience of students, not only would it be possible to develop more meaningful literacy reading practices in the class, but the student engagement and involvement would be more effective. Using the methods of literary text teaching centered on the proposals of literary circles, Cosson (2016) and receptive reading, by Bordini & Aguiar (1988), the proposal proposed the reading of the novels Uma canção para a Libélula, by Juliana Daglio , and the short story Garota a caminho, by Raduan Nassar. Conducted from April to December 2018, the project presented results that responded positively to the expected scenarios. Participating students demonstrated interest and involvement during the completion of all activities of the intervention proposal, and their reading skills developed or improved.
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to 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)
O Ponto e a vírgula nas produções escritas e na orientação da leitura de alunos do Fundamental Maior
(Universidade Federal do Pará, 2019-08-19) AZEVEDO, Josiane Dias de; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This research examines, with the support of oral and written activities, the main problems on comprehension and usage of comma and full stop punctuation marks with students from Grade 7 of a public school in the city of Abaetetuba - Pará. For this purpose, it was analysed the relevance of sociolinguistics factors in these activities. Having examined the students‟s text problems, it was created an educational intervention proposal at pedagogical level to support professionals with punctuation marks teaching, as well as to motivate students to reflect on it. Theoretical framework comprises: Kail (2013) and the language acquisition; Fayol (2014) and the writing acquisition process; Marcuschi (2008), whose approach lies on oral expression and its relation with literacy and social practices; and Antunes (2003), who refers to the importance of studying punctuation marks by reflecting about it and bounding it to spoken language. In order to accomplish this research work, which methodology is descriptive and qualitative, it was analysed fable, experience reports, and opinion essays, together with a cognitive test and an oral activity, both according to Educational Sociolinguistics principles. Through the analysis and the current literature on this issue, it was possible to notice that in the genre fable the students did not have difficulties in the usage of speech marks (colon and quotation marks). However, comma and full stop were not employed or misapplied. It happened throughout all worked genres, showing a peak in the experience reports, but having such a lower incidence in the opinion essays. It was possible to observe that boys presented more problems with not only the comma and the full stop use than the girls did, but also to understand how these changes might interfere in the texts. These difficulties are considered to be due to punctuation has been still taught in a prescriptive and out of context approach, that is to say, not connected to reading and writing activities. Therefore, this work provides insights on learning punctuation marks with the text as a teaching unit, likewise developing oral and written activities through different contexts, enabling students to realize how important punctuation is for the meaning construction, and how it remains textual coherence. Hence, it is such an essential tool for the production and comprehension of texts.
Acesso aberto (Open Access)
A recepção de narrativas amazônicas e a formação de leitores no 7º ano do Ensino Fudamental
(Universidade Federal do Pará, 2019-07-07) LIMA, Elainne Cristina Santana de; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The literature enables the humanization of the person contributing for his full development. Because of this premise, this research aims to present mediation and receipt of the reading of literary texts strategies with the goal to provide the docent improvement with regard to the practices literary literacy performed inside the elementary school classrooms – in this case, in a 7th grade group – as well as guarantee to the students an effective meeting with the books throughout the integral texts reading and to give a chance to themselves of sharing reading experiences. So, we have selected as the corpus, amazing and wonderful narratives with amazon themes, getting to start the workshops with oral popular narratives – A lenda do Norato and A cobra do rio Vacilande, those ones collected through IFNOPAP project, which were organized by the researchers called Simões and Golder (1995), as well as through the stories A Mãe D‟Agua do igarapé de São Joaquim and Cobra Grande do Murinim gathered, respectively, by the writers/researchers Walcyr Monteiro (2012) and Paulo Maués Correa (2016). By the end of the workshops, we proposed the reading of the Acauã tale, from Ingles de Sousa (2012). Our study was based on, mainly, the theories of Candido (2004), Todorov (1970, 2010, 2014), Petit (2007, 2009, 2013), Lajolo (1993), Zilberman (2009), Jouve (2002, 2012), Colomer (2003, 2007), Rouxel (2013a, 2013b, 2013c), Jauss (1979, 1994), Iser (1979, 1996), Silva (1988), Zhumtor (2007, 2010), Compagnon (2010), Goulemot (2011), Bernd (1992), Roas (2014), Hall (2015), Bettelheim (2015), de Maria (2016), Chiampi (2017), among others. The theoretical-methodological basis taken was guided by Ghedin and Franco (2008), André (2008), Silverman (2009) and Thiollent (2011). Using an ethnographic approach, that is about an action research, qualitative-interpretative whose methodology was based on the basic sequence of the literacy literary of Cosson (2016) as well as on the perspective of metacognition which embraces the learning-teaching of the reading strategies proposed by Girotto e Souza (2010), Souza e Girotto (2011). Since all these work design, we performed some workshops emphasizing the oral reading of the texts abovementioned followed by activities, in which ones we focused in the mediation before, during and after the reading as well as the use of strategies to improve the literary text comprehension. As an outcome of the research, it has been shown the efficacy of a reading practice along with the teaching of strategies that foster the dialog among text, author and reader in order to promote much more interest in the literary reading, the understanding of what is read, the know-how exchange and the new reading commitment. In the same way, it has been highlighted that the fantastic and wonderful amazon element do contribute for the reading motivation of the students in the elementary school by favoring the development and the continuation of the literary reading habit.
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)
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.