2017-03-282017-03-282015-07-13OLIVEIRA, Silvana Bandeira. A revalorização da palavra nas aulas de língua portuguesa: uma proposta de ação perante a violência escolar. 2015. 171 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Letras e Comunicação, Belém, 2015. Programa de Pós-Graduação em Mestrado Profissional em Letras em Rede Nacional.https://repositorio.ufpa.br/handle/2011/8039This research emerged from the decision to make language a tool to mediate situations through acts of violence lived in a real context of public school, which belongs to the municipality of Belém/PA. So, we create opportunities to treat issues that value students’ knowledge and, on the other hand, weakened strategies in their relationship within school environment. In this way, we taught classes in four different classes of 6th grade during the school year of 2014. Initially, we started working with narratives and parodies about the carnival theme in order to identify difficulties on students’ work, and use strategies that promote the emergence of subjective positions in their speeches. Following, we developed activities about polls related to the students’ knowledge to get information about their world to promote other educational activities. Then we work with cartoons within a topic that explored the school environment, as well as the students’ subjective production in parodies. Subsequently, we work the production of descriptive texts that explored popular games of their neighborhood, including, those most appreciated by students outside the school. These proposals encouraged the creation of spaces in which students produced speeches sometimes more subjective, based on the cooperation of their own knowledge, taking therefore the word and responsability for that during Portuguese classes. The research found the contributions of Soares (1995 ), Rodari (1982), Geraldi (1996, 1997, 1999), Antunes (2003), Riolfi (2008a,b) and Riolfi and Magalhães (2008) support for construction of this teaching project. Studies are directed to make the teaching a support to the teaching-learning process in Portuguese through a revalorization of student’s speech in the classroom. During the action plan the teacher registered and took notes about what happened in classroom in order to reflect on it. In addition, the teacher collected and wrote on the computer the tasks the students involved. To further discussion, four sets of activities were picked out to be analyzed and some considerations were listed. Besides, we created four categories of assessment, namely:1)look for a listening, 2) “ethics” of writing, 3) creation of “ aesthetic effects” with the language, and 4) rewriting incidence. The first two criteria indicated greater interaction between the teacher and the students, and students productions with signs of a search of creativity and singularity of their speeches, through writings that point out an attempt to build their own text. We also identified the difficulty of the students in the last two criteria of assessment, since many students failed to develop the aesthetic language form and exercise the rewriting process of these activities. We also point the existence of some difficulties in the teaching-learning process of Portuguese Language, such as the lack of attendance at the performance the tasks asked and the existence of oscillation on the results of the tasks of the same student. We believe this research allowed us to have a more concrete view of the results achieved by students in the teaching-learning process in the Portuguese Language within the context lived in the environment school in 2014.Acesso AbertoLíngua portuguesa - Estudo e ensinoEnsino fundamentalAmbiente escolarSubjetividadeRevalorização da palavraViolência escolarAtividades pedagógicasBelém - PAPará - EstadoDissertaçãoCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA