Dissertation/Thèse

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2024
Thèses
1
  • REINALDO ARAÚJO SOUZA
  • RETEXTUALIZATION IN THE CLASSROOM: FROM CORDEL LITERATURE TO THE COMIC, A PROPOSAL FOR REFLECTIVE WRITING

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • MARCIO SALES SANTIAGO
  • ANA MARIA DE OLIVEIRA PAZ
  • ANTONIO LUCIANO PONTES
  • Data: 22 mars 2024


  • Afficher le Résumé
  • This research has the general objective of understand how the production of retextualization of cordel literature for comic books contributes to the teaching and learning of students in Portuguese language classes in the writing process. Therefore, Currently, the insertion of students into new educational practices in Portuguese language classes is relevant to teaching-learning and their intellectual development in their mother tongue, thus contributing to and improving their skills in writing. Theoretically, we are based on works by Abreu (1999), Bakhtin (2016), Barbosa, (2014), Calazans (2004), Candido (1970, 2011), Cosson (2020, 2021), Dell’Isola (2007), Marcuschi, (2007, 2008, 2010,) Vergueiro (2009, 2017). To this end, this proposal is based on qualitative action research, developed through a didactic sequence based on the proposal by Dolz, Schneuwly and Noverraz (2004), designed for a 6th grade class at a public school located in city of Florânia-RN. Therefore, knowing the entire writing process of students during the retextualization proposal is leading students to be participatory and creative in their textual productions, helping them to overcome their difficulties throughout the entire process.  The research and production work resulted in the process in which students understood the importance of retextualization, becoming protagonists and authors of their textual productions in a conscious, critical, and autonomous way, thus contributing to their formation as citizens of the world and transformers of their lived space.

2
  • CAMILE BACCIN DE MOURA
  • DECOLONIZANDO SABERES NO ENSINO E NA FORMAÇÃO DOCENTE: A IMPLEMENTAÇÃO DA LEI 10.639 NA PRÁTICA PEDAGÓGICA DE PROFESSORES DE LÍNGUA PORTUGUESA DE UMA ESCOLA DA REDE PÚBLICA ESTADUAL DO CEARÁ

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • CINTYA KELLY BARROSO OLIVEIRA
  • WAGNER BARROS TEIXEIRA
  • Data: 26 mars 2024


  • Afficher le Résumé
  • In 2023, Law 10,639/003 completed twenty years of validity in Brazilian education. Said law provides that the teaching of African culture and history becomes part of the mandatory curricular component in basic education, as an affirmative action policy for confronting racist practices through anti-racist education. In this sense, this research addresses the impact of this Law on the teaching of the Portuguese language in a state public school in Fortaleza - Ceará. From a methodological point of view, this is a qualitative action research that attempts to analyze the impact of the law on teaching action, in addition to reflecting and investigating the relevance of continued training for teaching racial literacy. Starting from a decolonial and intersectional perspective (African-American intersectionality theory), this work sheds light on the importance of an interdisciplinary anti-racist education for the teacher. To support this path, questionnaires were applied to teachers in the area of languages and codes and their technologies at the school in question, the purpose of which was to investigate whether there is in fact the applicability of the law in the institution and what training aspects were offered to teachers in that institution. locus. Furthermore, school data was accessed to better understand the institutional and teaching profile, including observations of the pedagogical actions implemented in that context. Based on the data obtained, our investigation suggests, as an intervention action, a training workshop, in which the product is a didactic sequence designed for Portuguese-speaking teaching audiences. From a theoretical point of view, we are anchored in Antunes (2009), Akotirene (2018), Almeida (2019), Candau (2013), Ribeiro (2018, 2019), Cosson (2022), Colling (20212), Davis (2016, 2019) Ferrarezi Jr (2014), Freire (1984,2006), Jouve (2012), Quijano (2005, 2006), Rojo (2009), Tardif (2002), Pimenta (2008), Saviane (2020), Van Djik (2020, 2022), among others. We believe that our investigation, based on the data collected, will contribute to the school institution, together with the education department, promoting continued teacher training whose theme focuses on teacher racial literacy and its consequences in the basic education classroom.

2023
Thèses
1
  • SEBASTIÃO JOSÉ LEONES DE OLIVEIRA
  • CORDEL'S LITERATURE: A POSSIBLE PATH TO LITERARY LITERATURE
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MARIA SUELY DA COSTA
  • Data: 10 mars 2023


  • Afficher le Résumé
  • Literature is one of the most significant artistic expressions in the history of civilizations, as it is from it that human beings build their world and rebuild the world created by their peers. When analyzing the teaching of literature, we noticed how the work with this art, in the classroom, has been shown to be somewhat ineffective, given the enormous problem with regard to literary literacy on the part of students. Normally, activities that highlight aspects of literary literacy developed in schools are generally related to activities aimed at the construction of summaries, reports, reading sheets, written tests, in order to explore, often, the grammatical context, aiming at attribution of grades for closing school cycles, or even a literature that is often adverse to the context of students, thus resulting in non-significant pedagogical practices. In this context, Cordel Literature is seen as an alternative source of work with the practice of literary reading, as it carries important marks and traits of our history and popular culture. The present study aims to propose a pedagogical intervention in a 9th grade elementary school class, having as a starting point the contributions and analysis of the studies prepared by (BORTONI-RICARDO, 2008), (COSSON, 2020/2021), (FERREIRA ET AL 2020), (GIL, 2002), (HAURÉLIO, 2013), (LONDRES, 1983), (MARINHO E PINHEIRO, 2012), (NASCIMENTO, 2019), (THIOLLENT, 2011), among others. Based on Cordel's Literature, based on the Action Research methodology and on the Basic Sequence suggested by Cosson (2021), we designed our intervention. We believe that through organized and systematized actions, where cordel literature is not conceived as an end, but as a possible path, capable of providing access to other readings as well, we can contribute to the formation of the literary reader.

2
  • JOSENICE DA SILVA DINIZ
  • UMA IDEIA TODA AZUL: INTERVENTION PROPOSAL FOR THE TRAINING OF A READING COMMUNITY
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MARCELO MEDEIROS DA SILVA
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 31 mars 2023


  • Afficher le Résumé
  • The importance of literature is unquestionable since literary works in history the very essence of the human: humanity, the knowledge that is disseminated through reading. However, the insertion of the reading of literary works in the school routine is something that needs to be discussed and thought with  emphasis by all who are part of the school community, especially by the teacher, for his condition of mediator of learning. Thinking about this problem and understanding the reading of great literary works as something that needs works within the visibility of the school (and outside it too!), we intend to carry out an intervention proposal based on the reading of Uma Ideia Toda Azul, by Marina Colasanti (1979) in the class where we can send stories through a class that makes it possible to offer this work, we promote the approach between readers of perspectives and texts that can enrich literary reading, in a 9th grade class. To carry out this study, we adopted a qualitative methodological approach, based on action research, based on the perspective of Thiollent (2011). To implement this intervention proposal, based on the study carried out with the short story genre, we used the basic sequence suggested by Cosson (2016). We intend to reflect, based on the theoretical contributions of Jouve (2012), Petit (2009), Freire (2018), Zilberman (2009), among others, training on the possibility of strategic pedagogical plans that can objectively help teachers in literary readers in classroom.

3
  • JOSENILDA DOS SANTOS LIMA
  • Racist expressions in the meme genre: an interventionist study in portuguese language classes

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • MARCIO SALES SANTIAGO
  • ALEXANDRO TEIXEIRA GOMES
  • ANTONIO LUCIANO PONTES
  • Data: 14 juil. 2023


  • Afficher le Résumé
  • In this research, the dissemination of prejudice through racist expressions propagated in the meme genre was addressed. The discussion and analysis of this problem is necessary in the classroom, since in some situations they are not presented clearly, as they are disseminated in a subtle and natural way without awareness and reflection on the stereotypes and discrimination they carry. For this reason, it is necessary to create spaces for discussions, seeking interpret their meanings, considering what they express in the linguistic, social and cultural dimensions. In this way, we conducted research, aiming to analyze and discuss racist expressions contained in memes in Portuguese language classes. For that, we base the research through lexical studies on Phraseology (MONTEIRO-PLANTIN, 2014), and the meme genre (FERREIRA et al., 2022). Methodologically, the proposal started from a qualitative action research (GIL, 2000) (GIL, 2000), developed based on a didactic sequence applied in a 7th grade class of a public school in the interior of the state of Paraíba, Brasil. At the end of the investigation, we raise awareness about the causes and consequences caused by racism disseminated through language, with a view to contributing to the training of students capable of reading and interpreting texts produced in different genres, using the memes genre as an example. As a product generated from the application of the didactic sequence, we, developed, together with the student, list of memes with racist expressions, which was presented as a final product, allowing the explanation of the studied knowledge and the importance of conscience in lexical choices in order avoid the propagation of racism.

4
  • JACIELLY KÁTIA DE ALMEIDA SILVA LOPES
  • USING EMAIL AS A DIGITAL GENRE IN THE TEACHING OF PORTUGUESE FROM A MULTILITERACY PERSPECTIVE

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • MARCIO SALES SANTIAGO
  • MARIA INÊS BATISTA CAMPOS
  • Data: 27 juil. 2023


  • Afficher le Résumé
  • Given the current need to promote the development of digital literacy and the essential requirement of technological proficiency for producing texts in online environments, it is crucial for schools to adopt appropriate linguistic practices that incorporate the use of digital tools and their associated languages, since it can equip students to communicate effectively in a variety of situations. Therefore, we conducted this study with the overarching objective of designing a pedagogical intervention to enhance the digital literacy of students in the final years of Elementary School by using the genre of email. A questionnaire administered to ninth-grade students at a public school in Sítio Novo, Rio Grande do Norte, informed the development of the intervention, which will be implemented in the future. Dolz and Schneuwly's (2004) studies on didactic sequences, as well as Bacich, Tanzi Neto, and Trevisani's (2019) and Bacich and Moran's (2018) discussions on active methodologies, were used to construct the proposal. As a result of the research, we have created a website. The theoretical framework is informed by the works of multiple authors, including Marcuschi (2008; 2010), Bakhtin (2020), Koch (2018), and Adam (2008), with respect to textual genres; Marcuschi (2008) and Paiva (2010) with respect to email as a distinct genre within the digital environment; and Antunes (2010; 2017) with respect to the significance of texts in the classroom. As to the use of technology in writing, we consulted the work of Coscarelli (2016) and Ribeiro (2018). Based on these theoretical premises, we discussed digital literacy and technological competence. As a foundation for our understanding of literacy, we referred to Soares (2022) and Kleiman (2016), who address the diversity of literacies. We also turned to Rojo (2012) for the definition of multiliteracies and Kalantzis, Cope, and Pinheiro (2022) for an understanding of the functions of literacies and the pedagogy of multiliteracies. When it came to methodology, we adopted a qualitative and exploratory approach. The findings from the questionnaire allowed us to identify differences in the technological proficiency of students as well as their limited familiarity with email tools.

5
  • LUCAS DE MENEZES ANDRADE
  • .

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • ANTONIO LUCIANO PONTES
  • MARCIO SALES SANTIAGO
  • MARIÂNGELA DE ARAÚJO
  • Data: 21 sept. 2023


  • Afficher le Résumé
  • This research aims to present an intervention proposal that, starting from the musical genre funk, can provide students with knowledge about neology and neologisms. Considering that language is constituted as an open and indeterminate system, it is natural for linguistic signs to undergo renewal as new words are created and existing words are redefined. Words, whether written or spoken, result from a cultural and historical process that indicates transformations experienced by society. The choice of the theme is due to the need for Portuguese language teaching based on textual genres, considering the context in which students are immersed, with funk lyrics being a very popular genre in the outskirts of big cities. The intention is to demystify teaching that overvalues normative grammar and demonstrate to students that the process of language evolution is constant and occurs in all spaces, including the communities they belong to. The work is primarily based on the perspectives of Alves (1990), Biderman (2001), Almeida and Correia (2012), Bakhtin (1981), and Marcuschi (2008). It is an action research with a qualitative approach focused on the teacher/student relationship. Initially, a bibliographic research will be conducted to serve as a basis for the application of a station rotation following the studies of Bacich and Trevisani. Through the administration of a questionnaire, an initial diagnosis was made regarding the knowledge the class has about the funk music genre, and based on that, theory and practice regarding the study of neology and neologisms will be developed in the following modules. Thus, it highlights an approach to teaching that values the linguistic and sociocultural repertoire presented by the students and advocates for their awareness as agents of transformation of their own language.

6
  • SAMARA KELLY DANTAS DE FIGUEIREDO
  • GRAMMAR AND TEACHING: INITIAL APPROACHES TO SYNTATIC ANALYSIS IN 6TH GRADE CLASSES
  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIO LOURENCO DE MEDEIROS
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 6 oct. 2023


  • Afficher le Résumé
  • Our teaching practice has revealed that the lack of understanding of the basic notions of the functionality of terms brought about by syntactic analysis is a factor that hinders the development of good written production of the students. The problematic of this dissertation is, therefore, the teaching of syntactic analysis from the understanding of the functionality of terms as a way of improving the textual production of students, in 6th grade classes. Thus, the general objective is to present an intervention proposal, through a didactic sequence, to alleviate the lack of understanding of the basic notions of the functionality of the terms brought by the syntactic analysis. The specific objectives are: describe the types of grammar; identify by which means the initial approaches of the syntactic analysis occur in the 6th grade; contextualize such approaches in the textual genres comic book and reader commentary; contribute to the Portuguese language teacher in their classroom practices, especially with regard to teaching the initial notions of syntactic analysis. The theoretical frameworks chosen to provide us with a foundation to understand the relationship between language and grammar. Travaglia (2021) and Possenti (1996) address grammatical typology and show changes in grammatical studies. Antunes (2014), Faraco (2008) and Barbosa (2014) contextualize grammar. Neves (2011) and Bortoni-Ricardo (2005) elucidate the role of schools in grammar teaching. Ormundo and Siniscalchi (2018) show didactic ways of approaching the initial concepts of syntactic analysis. Marcuschi (2020) and Antunes (2005) also address textual genres as ways to promote literacy inside and outside school. The methodology is an action research proposal. The implementation takes place with two didactic sequences to be applied in Portuguese language classes in 6th grade classes, in person or remote format, for the teaching of textual genres comics and reader commentary working the initial approaches of syntactic analysis. The sequences are structured based on Dolz, Noverraz and Schneuwly (2004). As the research is of the proposed type, the results are conditioned to its effective application in the classroom. The expected results are the improvement in the students' learning in relation to the proposed problem, in addition to contextualized and dynamic learning.

7
  • ELISA FRANCISCA DA SILVA NETA
  • OPINION ARTICLE AND TEXTUAL COHESION: WORKING WITH WRITING IN ELEMENTARY EDUCATION
  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • DENILSON PEREIRA DE MATOS
  • MARIO LOURENCO DE MEDEIROS
  • Data: 23 oct. 2023


  • Afficher le Résumé
  • Communication is one of the most important characteristics of the human species. It happens through speech, gestures and writing. In contemporary society, the use of writing is indispensable, as people communicate daily through instant messages and texts to school, e-mails, blogs, universities, etc. School is the environment where children begin to develop their writing skills and, over time, they learn how to write and use writing formally or informally, however, they understand that they need it in order to express their opinions, ideas and your thoughts. This course completion work presents the results of an Intervention Proposal for the creation of an opinion article, carried out with students of the 8th year of Elementary School at a school in the interior of Rio Grande do Norte. The research was carried out in the year 2022 with 14 male and female students aged between 13 and 15 years old and the general objective was to develop the linguistic competence for the production of cohesive and coherent texts by the students. In specific ways, we sought to recognize textual cohesion in the opinion article genre; realize the importance of textual cohesion in written production; and present the results of an intervention proposal related to textual cohesion through the opinion article genre. An action research was carried out and a didactic sequence was used, through a qualitative approach in data analysis. Classes were held with the aim of listening to the students' opinions and then starting the process of building texts with cohesion and textual coherence to obtain the final purpose, which was the production of an opinion article. The results showed that the intervention project, carried out with students from a school in the interior of Rio Grande do Norte, expanded their knowledge about textual production with regard to the topic addressed.

8
  • SANILDE MARIA E SILVA MACEDO
  • LITERACY PROJECT IN THE SERVICE OF DECONSTRUCTING THE GAP BETWEEN FAMILY AND SCHOOL

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • ANA MARIA DE OLIVEIRA PAZ
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 27 oct. 2023


  • Afficher le Résumé
  • The absence of the family in the school support of children, plus a reflection on the usefulness of teaching the Portuguese language, in traditional ways, for this generation causes us concern. This lack of support for children's academic demands has sometimes caused difficulties in overcoming obstacles in learning to read and write during the first phase of elementary school. Favoring, at best, serious cognitive and psychological impairments for students. This challenged us to look for strategic mechanisms that could mitigate the effects of the problem in question by proposing an intervention. In this sense, we aim to investigate to what extent the development of a Literacy Project can contribute to deconstructing the gap between family and school, as well as motivating students, research participants, towards new reading and writing practices. We concentrated efforts so that students, with their family as a supporting role, could take the lead and give new meaning to writing based on the situations they experienced and recorded in the Reading Diary. This is an Action Research type investigation (THIOLLENT, 2011; GIL, 2002; GARCIA, 2009) with a qualitative approach (BOGDAN; BIKLEN, 1994). The participants in this are 5th year students from the Bezerra de Meneses Municipal School, part of the municipal network of Teresina/PI. Theoretically, the contributions used rest on the conception of Literacy as a social practice (KLEIMAN, 1995; 2000; SOARES, 1998; 2016; 2020; 2021; ROJO, 2009), as well as on the contributions established by Oliveira, Tinoco and Santos (2014), with regard to Literacy Projects. In reference to studies on family and school, we made use of the postulates of Szymanzki, (2003), Fraiman, (2019), and Patto (2002). The use of the Reading Diary genre is anchored in studies by Machado (1998), Gunther and Pinheiro (2008), and Remédios (1996). According to the studies carried out, we concluded that, if there is openness on the part of the school, families can greatly contribute to alleviating students' learning difficulties, not only in terms of discipline but also in the development of cognitive and affective skills. They would, in fact, be anchored by these two social agencies:School and Family.

     

9
  • RITA GOMES DE MACEDO
  • WEAVING THE THREADS OF MEMORY: GENRE PRODUCTION

    LITERARY MEMORIES

     

  • Leader : GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MEMBRES DE LA BANQUE :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • ANA MARIA DE OLIVEIRA PAZ
  • LAURENIA SOUTO SALES
  • Data: 13 nov. 2023


  • Afficher le Résumé
  •  

    Faced with the different demands that society imposes under the bias of the subject'sskills and abilities, we recognize that it is essential to think about the place of teaching Portuguese in the face of the development of knowledge that consolidates a significant work with the language. As a result, this pedagogical intervention proposal emerged with the purpose of developing the skills and writing skills of students from a municipal
    school, located in the municipality of Campo Redondo/RN, in the 7th grade class. From this perspective, this work has the general objective of improving students' writing skills and abilities through didactic equences for the production of the discursive genre literary memories, from interviews with family members and/or community members, both older, as way to promote and/or strengthen ties of belonging to the place and
    contact between generations. To support the work, we used the didactic sequence model presented by Dolz, Noverraz and Schneuwly (2011). In this process, studies by Marcuschi (2010); Bakhtin (1999 - 2011); Candau (2014); Hall (2003); Le Goff (1990); Bauman (2005); Pollak (1992); Canute (2010); Aragon (1992); Oliveira (2015); Ferronato (2007) among many others, were the theoretical guide of this work. Regarding the methodological aspects, this work is configured as an action research from the perspective of Thiollent (1986) and presents a qualitative approach to the data based on the studies of Lüdke and André (2013); Denzin and Lincoln (2006); Creswell (2007) among others, whose focus is the retextualization of interviews that the
    participants (students) of the research will carry out, which will serve as a basis for writing the texts of literary memories. Thus, teaching Portuguese through discursive genres allows the student to develop an active domain of speech, which will enable him to act effectively in the various communicative situations of the social instances in which he participates, since genres are made up of concrete communicative events, which occur in different spheres of human activity.

10
  • MARCOSSUEL SOARES BATISTA DA SILVA
  • LITERACY AND ENTREPRENEURSHIP PROJECT: IMPLICATIONS FOR CITIZEN FORMATION

     

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MÁRCIA REGINA MENDES SANTOS
  • Data: 13 déc. 2023


  • Afficher le Résumé
  • Reading and writing practices focused on entrepreneurship are not frequently developed in schools in general, especially in educational units offering Youth and Adult Education (EJA). When the topic is addressed, it is often done in isolation from Portuguese language classes. Considering this, the proposed study brings the opportunity for EJA students to learn through the methodology of Literacy Projects, which presupposes the deterritorialization of learning. This approach suggests activities in reading and writing geared towards daily social practices that go beyond the scope of school tasks. The present work aims to analyze the implications of literacy projects and literacy events focusing on entrepreneurship in the perspective of generating improvements in student education, specifically in their reading and writing practices. To achieve this, we adopted the concepts of Discursive Genres according to Bakhtin (1981; 1997; 2016) and Literacies as social practices (Kleiman, 1991; 1995; 2001; Soares, 2009; Barton, 1998; Oliveira, 2010). Additionally, we drew on references related to Literacy Projects (Oliveira, Santos and Tinoco, 2014; Kleiman, 2000; 2006; 2012; Oliveira, 2008) as well as literacies for citizen practices (Rojo, 2004; Suassuna, 2017) and studies on entrepreneurship (Dolabela, 2006; Rosa, 2007). Methodologically, it is action research (Thiollent, 2011; Tripp, 2005) with a qualitative data approach (Bogdan; Biklen, 1994). The research was conducted in a public school within the state network, located in Currais Novos/RN, exclusively dedicated to EJA. The participants in the study were the Portuguese language teacher and students from the "B" block of elementary education. Data generation tools included field notes, questionnaires with open and closed-ended questions, interviews, reading/writing activities produced by students, and photographic records. The development of this research was collaboratively designed by its participants, recognizing that literacy project work should be based on the needs and interests of those involved. At the end of the research, together with the students, we analyzed the methodology of literacy projects and their impacts on their education, particularly on the evolution of their writing process. This analysis involved comparing the initial productions with the texts produced at the end of the project, considering the perceptions and opinions of each participant. In conclusion, we found that the methodology of literacy projects had a significant effect on students' learning regarding entrepreneurship practices, especially in terms of individual business plan development. Moreover, it provided support for both the improvement of students' writing and the understanding of genre use, in terms of specificities related to the nature of interaction situations and the spheres of activity in which they circulate daily.

11
  • VALÉRIA DE OLIVEIRA NOBRE
  •  

     

    ARGUMENTATION AND PROJECT
    LITERACY: SPEECH GENRE DEBATE RULES

  • Leader : GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MEMBRES DE LA BANQUE :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • ANA MARIA DE OLIVEIRA PAZ
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • LAURENIA SOUTO SALES
  • Data: 20 déc. 2023


  • Afficher le Résumé
  • When we reflect on current teaching, we see that argumentation combined with literacy practices can help build a young person to become more motivated, critical and aware of their actions as part of society. Therefore, the present study suggests an intervention proposalto be applied in classes of the 9th year of Elementary School, with the general objective of analyzing how Literacy projects, through work with texts of an argumentative sequence, especially with the discursive genre debate, contribute to the development of students' reading, writing and oral competence and how to reduce the damage caused by Fake News to education, the literacy process and the reading training of young citizens. The presentation of the proposal comprises a sequence of practical activities that include, among others, objectives, step-by-step implementation of the proposal and dissemination of the actions developed, resulting in posters and reports to be presented to the local community. To carry out the activities, debates will be generated with the aim of strengthening the ideas put on the agenda. To support the work, we used the writings of Bakhtin (2016), Marcuschi (2011), regarding genres; Rojo (2012), Kleiman (1995), with regard to literacy studies; Perelman and Olbrechts-Tyteca (1958), Fiorin (2015) and Plantin (2008), on issues relating to the construction of discourse and argumentation. The methodology applied is of the action research type, from the perspective of Thiollent (1985), through a qualitative approach, based on the studies of Bortoni-Ricardo (2008), through an intervention proposal, based on the didactic model project of literacy, developed by Oliveira, Tinoco, and Santos (2014). We believe that this proposal can awaken in students the ability to better see and interpret the world around them, becoming conscious and critical citizens.

     

2022
Thèses
1
  • VERA LÚCIA DIAS
  • THE CHRONICLE GENDER IN THE CLASSROOM: a writing proposal for students in the 7th grade of elementary school
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA SUELY DA COSTA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 19 janv. 2022


  • Afficher le Résumé
  • This dissertation aims to present an intervention proposal aimed at Portuguese language teachers, with the perspective of assisting in the writing training of students of the 7th year of elementary school. From the analysis of the manual of the professor of the collection, Singular & Plural: reading, production and language studies (2018) – 7th year – of the authors, Marisa Balthasar and Shirley Goulart, we developed a set of propositional activities, based on the reading of chronicles, because we consider necessary a supplementation related to textual production. Thus, teachers will apply activities that promote the writing competence of students using this genre in the classroom as an artifact for textual production, in order to make them fit with regard to the identification of the various types of chronicle and understand their social function, as well as become producers of individual and collective texts from the reflections on the chronicles read. That students write chronicles and understand the need for reading for the development of their writing competence is part of the strategies offered to the teacher, in addition to the textbook. The proposal for intervention was based on the didactic sequence of Dolz, Noverraz and Schneuwly (2004). For its elaboration, we adopted the principles of action research (THIOLLENT, 1986), since the problem that involves reading and writing should therefore be investigated and resumed by the parties involved – teacher and students. In view of the above, we hope to contribute to the teachers in the sense of reflexively leading the students to the importance of the Portuguese Language in daily school practices, showing ways to improve the writing of these students through the approach of chronic gender.

2
  • JOSÉ RAMIRO BRAGA CARNEIRO
  • NEWS IN BLOGS: A TOOL FOR TEACHING THE STANDARD FORM OF THE PORTUGUESE LANGUAGE

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • ANA CÉLIA CLEMENTINO MOURA
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIO LOURENCO DE MEDEIROS
  • Data: 25 janv. 2022


  • Afficher le Résumé
  • In Portuguese language classes, mainly in which we work on text production, we observe that the students encountered difficulties in writing, and how to write, because there is often no context that guides and facilitates writing and provides the use of the standard Portuguese form. We propose, then, the production of news in a blog, to associate the pleasure of students in the use of digital tools with the need to use an appropriate form. The research will be developed in a class of 9th grade students from a state school of Fortaleza / CE. Methodologically, it is based on the research of Gil (1999); Ibiapina (2016); Thiollent (2011), with a qualitative approach in the construction of data proposed by Bogdan and Biklen (1994), and through a didactic sequence, based on Dolz, Noverraz and Schneuwly (2004). The texts published by the students on the blog will compose the corpus of this research, following the steps of the procedural writing proposed by White and Arndt (1995), and theoretical framework in the concepts of Neves (2002), Antunes (2007) and Bakhtin (2003), in addition to the guidelines contained in the BNCC. The objective of this research is the attempt to, through the use of media tools, motivate the act of writing in students and discuss characteristics of the news genre in the classroom, thus expanding knowledge about their social function, their context of production, its compositional organization and its linguistic marks. In addition to providing the development of writing practice, we hope to help students recognize the importance of grammatical categories, and their use in different recording situations.

3
  • ALICE COSTA DE OLIVEIRA
  • A PRODUÇÃO DO GÊNERO RESUMO ESCOLAR: UM ESTUDO SOBRE OS CONECTORES EM TEXTOS DE ALUNOS DO 9º ANO DO ENSINO FUNDAMENTAL

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • MARCIO SALES SANTIAGO
  • RODRIGO ACOSTA PEREIRA
  • Data: 28 janv. 2022


  • Afficher le Résumé
  • The present work has as objective to analyse the contribution of textual articulators of time and space in the production of the genre school/academic summary of the elementary school 9th grade students. From a theoretical point of view, we anchored in Koch (1988; 2001; 2018), Antunes (2017), Bakhtin (2000) to discuss the questions that involve Textual Linguistics and the work with discursive genres in the classroom. Furthermore, we rely on Machado (2004), Leite (2006), among other authors, to approach the characteristics of the school/academic summary genre. In the methodological scope, as it is a work with practical bias and with intentions of solving a problem, we adopted the action research assumptions of Thiollet (1986) and the considerations of Pradanov Freitas (2013) about qualitative research. In this way, beyond the theoretical discussions, we have as result of this research a proposal for an activity aimed to the 9th grade students, detailed in 8 (eight) stages, which significantly contribute to the analysis of the time and space articulators in school/academic summary genre, and they work as a support for future applications in the classroom.

4
  • MARIA APARECIDA FERNANDES DE LIMA
  • PRODUCTION OF THE GENRE OPINION ARTICLE:DEVELOPING WRITING IN THE 9TH LEVEL CLASS OF BASIC  EDUCATION

  • Leader : GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MEMBRES DE LA BANQUE :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MARIA DA PENHA CASADO ALVES
  • FERNANDA BARBOZA DE LIMA
  • Data: 4 févr. 2022


  • Afficher le Résumé
  • Experiences related to the development of writing in the routine of schools is something that concern and promote anxiety to the teachers. Concerning about this situation creates some questions, that is: how can we act, as Portuguese teachers, to contribute effectively to improve the writing and reading skills, and to reduce the difficulties to the textual production working with the discursive genre opinion article? What strategies can contribute to improve the writing and reading competence of the students to become reflexive and critic subjects about the reality they face? Searching for the answers to this situation, the main objective of this study is to present a pedagogical proposal, based on a didactic sequence, that suggest a development of modules to guide writing and rewriting in the textual production having as tool the discursive genre opinion article. The actions to achieve the objective are in the intervention proposal with the use of the discursive genre opinion article as a motivator and efficient tool to develop the writing competence to the students from 9th level of the primary school based on the documents Parâmetros Curriculares Nacionais and Base Nacional Comum Curricular that show, methodologically, the viability and the importance of this discursive genre and the argumentative strategies used naturally by the speaker. To become a literate nowadays, a person needs to be able to attend necessities of reading and writing each more diverse and sophisticate.  Based on this understanding, it is possible to identify students, the most of them, are not ready as they should to face the diversity of this literate culture, due to the evident difficulty they have to reading, interpretation and textual production in the diverse types of discursive genres. In this context, this study aims to engage objectives based on the Mikhail Bakhtin and the Circle’s conception of discursive genre. In addition to this, it has contributions from Textual Linguistic; from argumentation scope; from the Literacy studies and from didactic sequence of genre. This study treats and argues writing as a process, it presents argumentation as a pillar to the opinion article, also pointing the strategies to approach the composition of this genre, understanding this discursive genre needs to participate of the discursive field of the student to he/she become able to face scholar language situations that requires positioning about determinate polemic theme. This study aims to work with the discursive genre opinion article based on the development of a didactic sequence to be applied in the 9th level of the primary school (final levels), planned as an intervention proposal, in a qualitative way and research-action type, because practice with reflection is a privileged investigative path in this kind of study, providing to the participants conditions to question their own practice in a critic and reflexive way.

     

5
  • LAYZE DANYELLE GOMES PEREIRA
  • MAR WANTS ME IN THE CLASSROOM: LITERARY READING STRATEGIES THROUGH THE WORK OF MIA COUTO

     
    Ícone "Verificada pela comunidade"
     
     
     
     
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • MARCELO MEDEIROS DA SILVA
  • DERIVALDO DOS SANTOS
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 28 avr. 2022


  • Afficher le Résumé
  • Studies related to expanding the repertoire of literary reading in the classroom are always necessary, since the difficulties of working effectively with literature in the teaching of Portuguese Language in Brazilian public schools are frequent. It is not just today that we have seen an educational scenario where literature is still not being taught with a focus on building the reading competence of our students, especially in the final grades of elementary school. However, it is up to the school - as a reading space - and the Portuguese language teacher - as a mediator between the student and the literary text - to guarantee access to literature, as well as to contribute to the training of the proficient reader. Faced with such a question, this work proposes to present a methodological proposal based on action research, by Thiollent (1986), with the central objective of contributing to the improvement of students' literary literacy, using the narrative genre as a way to provoke a reading experience that is enjoyable and meaningful for the student / reader. For that, the suggested work was Mar Me Quer, by the Mozambican writer Mia Couto, considering that the referred work presents similarities with the narrative of the authors of Brazilian literature. The suggested intervention proposal is anchored in the assumptions of Cosson's Basic Sequence (2009) and directed to the final grades of Elementary Education in Brazilian public schools, preferably 8th and / or 9th years. In the methodological proposal, we suggest a qualitative approach with an ethnographic bias, using the written record in Reading Diaries as a procedure, as a way of obtaining meaningful data that generate responses to the proposed objectives. The theoretical basis of this work is based on the studies of Cosson (2009), about the Basic Sequence as a way of accessing the literary text in the classroom, as well as on its theoretical basis involving the proposal of organization and functioning of reading circles and literary literacy (2017); in the concept of reading as a social practice referenced in the National Common Curricular Base (2019) and in the concept of reading, as a humanizing function, developed by Candido (2011); and in some theorists who contribute to deepen the analysis about reading in the final grades of elementary school, especially literary reading.

6
  • MARIA REGINA SESÁRIO DOS SANTOS
  • READING TEXTS IN FUNDAMENTAL EDUCATION FROM PORTUGUESE LANGUAGE DESCRIPTORS
  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ANA MARIA DE OLIVEIRA PAZ
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 22 juil. 2022


  • Afficher le Résumé
  • The aim of our research is to analyze how reading descriptors can contribute to the 
    advancement of 9th grade students in the construction of the meanings of texts. Therefore, the reading 
    comprehension of the students, in their language practices in the school context, has as object of study, 
    through the discourse genres Artigo de Opinion and Charge. With a participatory approach, this work 
    has the classroom environment, composed of 30 students from that class from a school located in Fortaleza, 
    Ceará. The initial procedures account for a diagnostic analysis followed by a pedagogical intervention, through a 
    didactic sequence, based on Dolz, Noverraz and Schneuwly (2004). Methodologically, it is based 
    on action research as proposed by Thiolent (1986) and on the qualitative approach of the data according 
    to Bogdan and Biklen (1994). As theoretical support, for teaching Portuguese as a mother tongue, 
    it is anchored in Travaglia (2009); Antunes (2003); Oliveira (2010), among others; and for the reading axis,
     in Solé (1998); Kleiman (2010); Koch and Elias (2018); Oliveira (2010); and Condemarín, et al (2005); 
    in addition to the guidelines contained in the official documents, such as the PCN and the BNCC. 
    After the Didactic Sequence, and in a first analysis, we observed that the path of the activities 
    carried out opened the way for the development of students' reading proficiency in relation to the 
    studied genres, thus contributing for students to appropriate the skills suggested in the descriptors of
     Portuguese language to read and understand the diversity of texts circulating in the social sphere.
7
  • ELIANA DUARTE LIMA COSTA


  • THE ARGUMENTATIVE GENRE COMMENTARY: A PROPOSAL INTERVENTION FOR ELEMENTARY EDUCATION


     

     

     

     

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIO LOURENCO DE MEDEIROS
  • ANANIAS AGOSTINHO DA SILVA
  • Data: 20 déc. 2022


  • Afficher le Résumé
  • The general objective of the research is to present an interventional proposal for the teaching of written production of the argumentative genre commentary, which allows a significant learning of linguistic aspects and the expression of views on social issues, which can be suggested and analyzed in the classroom context in a class of the 7th grade of elementary school of a school in the state school of the city of Salvador-BA, opportunities to favor citizen education. As specific objectives, we established: a) to propose a didactic sequence as a systematizing device of pedagogical practice for the teaching of written textual production; b) encourage the written production of texts of the argumentative genre commentary, from the reading and analysis of topics on which students can expose their opinions, discussing with respect and collaborative attitudes; c) suggest writing and rewriting activities of the argumentative genre commentary in which students can construct texts consistent with the proposal of the standard variety of the Portuguese language; and d) propose, as final production, the presentation of comments written, as well as the glossary of texts read on the Class Wall in the Virtual Environment Google Classroom. To achieve the proposed objectives, we are based on the methodological perspective of thiolent action research (1986); TRIPP (2005) because we understand the relevance of the joint participation of teachers and students in the construction of knowledge in the daily life of the classroom and in the qualitative approach based on bodgan's studies; BIKLEN (1994) in which we seek subsidies to analyze the pedagogical actions proposed and present the didactic sequence according to a significant learning. The theoretical foundation in Theory of Genres BAKHTIN (1997), Studies of Argumentation AMOSSY (2005, 2020), SILVA (2004), Teaching portuguese language ANTUNES (2005), GERALDI (2011), RIOLFI (2014), Marcuschi Textual Genres (2008, 2016), SCHNEUWLY; DOLZ (2004), among others, in addition to the guidelines provided by the official documents contained in the National Curriculum Parameters (1998) and the Common National Curriculum Base (2017). As results of the intervention, we envision that, from the teachings pointed out, students can reflect on social themes, elaborating their views and arguments that give sustainability to the opinions given, so that they can learn to produce texts and build the senses by recording them in the form of the argumentative comment genre.   

2021
Thèses
1
  • STELYO RUBENS DE SOUZA NOGUEIRA
  • REFERENCE STRATEGIES: A PEDAGOGICAL INTERVENTION PROPOSAL FOR FUNDAMENTAL EDUCATION.
  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JANAICA GOMES MATOS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • VALDINAR CUSTÓDIO FILHO
  • Data: 8 janv. 2021


  • Afficher le Résumé
  •  

    This work aims to propose a pedagogical intervention from a Didactic Sequence (DS), focusing on anaphoric referential processes, especially on the role of reclassifying the direct anaphor for the teaching of Portuguese language at the elementary level. Specifically, we intend to describe the methodological path to carry out the pedagogical intervention proposed in the didactic sequence; detail the stages of construction of the didactic sequence for teaching anaphoric referential processes in the writing of elementary school students; explain the uses of didactic resources in the planning and execution of the pedagogical intervention. We start from the assumption that referential processes are a textual-discursive strategy that helps in the teaching and learning of the Portuguese language. Therefore, in order to fulfill our objective, we rely on the research of Marcuschi (2008), Cavalcante (2012), Cavalcante, Custódio Filho and Brito (2014); Koch (2004, 2005, 2006, 2007, 2013); Bakhtin (2003), Bender and Laurito (1993), Roberto (2005). The proposal focuses on the pedagogical activities that guide the teacher's work step by step, for textual production, based on the guidance of Dolz, Noverraz and Schnewuly e (2004). In this way, we focus our attention to explain the constitutive stages of a Didactic Sequence, directed to the fundamental strategies for the construction of the meanings of the narrative chronicle. Therefore, we describe the steps, with their objectives, content, methodology, evaluation; beyond that, at each moment of the proposal we explain the actions to be developed, as well as the didactic materials that will be used in teaching of Textual Production in Portuguese Language. The result of our work points to the construction of this sequence that will make it possible to develop the competences and abilities of the referencing strategies in the student's written production.

     

2
  • CLÁUDIA DE SOUZA DANTAS AZEVEDO
  • THE GENRE COMIC STRIP: A TEACHING SEQUENCE PROPOSAL FOR A TASK WITH MULTIMODAL READING

  • Leader : LUCELIO DANTAS DE AQUINO
  • MEMBRES DE LA BANQUE :
  • JACIARA LIMEIRA DE AQUINO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • LUCELIO DANTAS DE AQUINO
  • Data: 1 févr. 2021


  • Afficher le Résumé
  • One of the biggest challenges of the school today is to develop reading competence in students so that they act with autonomy and criticality in the literate world of which they are a part. For this reason,  to realizing how reading activities related to the Comic Strip genre are approached, in the Portuguese language textbook, we propose for this work to develop a reinterpretation practice for reading multimodal texts, specifically with the Comic Strip textual genre, the from the analysis of reading activities of the didactic book "Portuguese languages", from the 8th year of Elementary School. Therefore, we defined as specific objectives: to describe the reading activities with the textual genre Comic Strip, present in the didactic book "Portuguese languages", of the 8th year of Elementary School; analyze the activities of the textbook as to its ability to develop reading skills of multimodal texts; to propose a basic reading sequence with the textual genre Comic Strip, which pays attention to multimodality, by reframing the reading activities of the didactic book "Portuguese languagens". When carrying out the descriptions and analyzes, we noticed that thirty activities used the comic strip as a motivating text for proposing questions to be answered. We infer from the analysis four purposes of these activities: to discuss the theme of the chapter; promote a reading of the text based on the content worked on; work on linguistic-grammatical aspects, multimodality and knowledge of the world; and, analyze and identify grammatical and formal aspects of language. Therefore, although in some situations multimodality  is addressed in a few issues. In view of this scenario, we propose a basic didactic sequence for reading the comic strip genre, based on textbook strips, with a view to promoting the development of multimodal reading with elementary school students. We hope, therefore, that our considerations, suggestions and didactic proposal will help the teaching-learning process of reading multimodal texts, while it may contribute to the development of students' reading competence.

3
  • MARCOS ANTONIO DE FARIAS DANTAS
  • READING COMPETENCE IN THE TEXTUAL GENRE CARTOON: A PROPOSAL FOR INTERVENTION IN ELEMENTARY EDUCATION

  • Leader : LUCELIO DANTAS DE AQUINO
  • MEMBRES DE LA BANQUE :
  • JACIARA LIMEIRA DE AQUINO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • LUCELIO DANTAS DE AQUINO
  • Data: 22 févr. 2021


  • Afficher le Résumé
  • Reading is an indispensable social practice for the formation of critical citizens and participants of the transformation of a society more right and egalitarian. In this way, socially we are faced with several texts made up of multiple languages, which demand from their readers a multimodal reading competence to understand the meanings manifested by these texts. Therefore, the cartoon presents itself as one of the multimodal texts capable of contributing to the formation of a critical and active reader. For this reason, the present research has the general objective of investigating the reading process of multimodal texts of 9th year elementary-middle school students, from the textual cartoon genre. And as specific objectives: to check the students' previous knowledge about the cartoon genre; diagnose the difficulties related to students' reading comprehension in relation to the cartoon genre; to analyze the reading comprehension of the students regarding the reading of the multimodal cartoon text, with emphasis on intertextuality, intentionality and humor; and to verify the results achieved by the students through the application of the didactic sequence with the multimodal cartoon genre . Therefore, we carried out a pedagogical intervention based on the conception of textual genres defended by Marcuschi (2008). Regarding the conceptions of reading, teaching and learning about reading activity, we used the studies by Geraldi (2012), Kleiman (2013), Koch and Elias (2010) and Antunes (2010, 2017). Theoretical contributions about multimodality are established in Rojo (2004, 2012, 2015), Kress and Van Leeuwen (1996), Dionísio (2005, 2007, 2013) and Vieira (2007). The methodological apparatus is based on action research, by Thiollent (2011), from which we undertake a qualitative approach based on Bortoni-Ricardo (2013). For the pedagogical intervention, we used Dolz's Didactic Sequence proposal; Noverraz; Schneuwly (2010); and teaching guidelines are based on the National Curriculum Parameters (1998) and in the Common National Curriculum Base (2018). Regarding the results, we can say that the research objectives were achieved satisfactorily, considering that most students identify the characteristics of the cartoon genre; they recognize the elements of textuality, namely: intertextuality, intentionality and situationality; they identify the social contexts of gender production and recognize the importance of the humor and irony for the construction of the laughter and criticism. Thus, we conclude that this work contributed significantly to the development of students' reading competence, based on the multimodal cartoon genre.

4
  • SARA ALEXANDRE FERREIRA
  • Cultured Norm and Linguistic Variation: Verbal Agreement in a Sociointeractive Perspective
  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIO LOURENCO DE MEDEIROS
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MARIA DAS VITORIAS NUNES SILVA LOURENCO
  • Data: 10 juin 2021


  • Afficher le Résumé
  • Among the various attributions that Portuguese language classes provide, one of them is also to teach students the cultured norm, offering them the opportunity to improve their grammatical knowledge when writing textual genres in which they need to properly use prescriptive rules. And especially with regard to the use of verbal agreement, we must take into account the richness of linguistic variation in order to guide students to recognize the dialectal differences they have, considering the context in which they find themselves and the conditions of textual production presented. Therefore, our research object concerns the use of verbal agreement in the production of the students' texts. And as a general objective of this work, we intend to enable students to understand the proper use of the verbal agreement in the written production of the textual genres music and news in their respective contexts of interaction. In specific terms, we intend to: identify the linguistic variation of verbal agreement in texts of the music genre; apply the prescriptive grammatical rules for the use of verbal agreement in the production of news-like texts; and finally, to distinguish the use of verbal agreement in cultured and popular varieties, adequately adapting it in each context presented. The research will be carried out in a class of students from the 8th grade of elementary school in a municipal public school in the city of Fortaleza-CE. As for the methodological aspects, it is an action research (LÜDKE; ANDRÉ, 1986 .; THIOLLENT, 2011) with a qualitative approach in the construction of data (BODGAN; BIKLEN, 1994).  The corpus of our work will be the texts produced by the students, applied and developed in the stages of the didactic sequence proposed by Dolz, Noverraz and Schneuwly (2004). Our theoretical framework is structured around the concepts of cultured norm (FARACO, 2008; FARACO; ZILLES, 2017; BAGNO, 2001; 2002; 2003;) and Portuguese language grammar (TRAVAGLIA, 2000; 2004; BRITTO, 2007; BAGNO, 2001a; 2001b; 2009a; FRANCHI, 2006) in a socio-interactive perspective, centralizing the treatment of linguistic variation in the school context (BAGNO, 2007; 2009b; 2013; 2015; BORTONI-RICARDO, 2004; 2005; 2019; COELHO et al., 2015). Thus, we hope that the student, from the knowledge built in the classroom, understands and uses the immense diversity of language grammar more consciously and in different situations of speaking and writing interaction, thus expanding his linguistic competence and vision of language use, so necessary for the development of reflection and understanding of inter (acting) linguistically in social contexts.

5
  • JUDILEIDE SILVA MORAIS DE AZEVEDO
  • It come writing to the screen: the production of documentary like a reframing practices of write in school context.

  • Leader : GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MEMBRES DE LA BANQUE :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • MARIA DA PENHA CASADO ALVES
  • LAURENIA SOUTO SALES
  • Data: 25 août 2021


  • Afficher le Résumé
  • Abstract

    The advent of digital technologies and diversities of multimedias of multisemiotcs present in situations of communications imposes at school challenge of offer a teach based on real practices of human interaction. In this context, cast like general goal this research to presente a didact porposal with a production of documentary gender, in order to promote a teach of mean language and that contribute for a identity formation of subject problematizing with the tecnologies new, inserted in school context through of visual-audio may reframe the language teach and nearly the student of social context in they lives. Like goals especifics crive write like school practices of write may to be re-meanings with support of tools technologies, to indicate like researchs activities, elaborations of scripts and interviews with people of neighbornoods, wich the school is inserted, may help student a to do a critical reading their realityies and to point like a work with visual-audio may empower students for ius technologies tools favor of construction your identify. While the metodologicals aspects, this researches to set up like action reachers about perspective of Thiollent (1986) and he presentes a qualitatives approach of data reasoned in studies of Lüdke e André (2013), because portray issues concerning context classroom from didatic porposal estruture in gender in development by Guimarães and Kersch (2012) besides, behave our research in teorical contributions of Rojo (2012; 2019) about Multiliteracies at school and contributions of Bauman (2001; 2005) about formation of identity of subject. Support research either in study that treat of gender of speech in study of Bakhtin (1997); digitals gender, according to Marcuschi and Xavier (2005) and social literacy and contemporany with bases to Kleiman (2014). In aspect concerned to visual-language, in fundamentals in study to Nichols (2005; 2012). In this didatic porposal was elaborat think in possible application in classroom classes at 9º grade of elementar school, highlighting on production of documentary with bases in porposal of multiliteracy will be important to a construction of mean learning in teach portuguese, because if coadune with requirements puts contemporany education.

6
  • MARIA DO LIVRAMENTO SILVA ASSUNÇÃO DE CARVALHO
  • THE COMIC STRIPS AS CRITICAL READING TOOL IN THE CLASSROOM

  • Leader : LUCELIO DANTAS DE AQUINO
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • JACIARA LIMEIRA DE AQUINO
  • LUCELIO DANTAS DE AQUINO
  • Data: 26 nov. 2021


  • Afficher le Résumé
  • One of the expected competencies regarding Portuguese language teaching in the final stages of elementary education, according to BNCC (2018), is that the student can listen and produce oral, written and semiotic texts that circulate in different fields of teaching and media, with understanding, autonomy, fluency and criticality. What, in turn, still constitutes one of the major problems found in the classroom, given that most students only decode what is put in the texts, failing to carry out proficient readings beyond what is presented on the surface textual. In view of this, this work aims to present a didactic intervention proposal based on the multimodal genre comic strip , aiming to contribute to the development of critical reading of students of the 8th grade of elementary school. To support our research, we used the theoretical contributions of Dionísio (2011), Dionísio, Vasconcelos and Souza (2014), Cani and Coscarelli (2016) and Ramos (2009) to address issues related to multimodal texts and their reading; Marcuschi's (2008) studies on textual genres; Antunes (2003; 2009) and Geraldi (1997) to support the teaching of Portuguese; and Schneuwly, Dolz and Noverraz (2004) to discuss aspects concerning the work with the didactic sequence in the classroom, which will support our intervention proposal. From a methodological point of view, this work follows the guidelines proposed by Thiollent (1986) on action research, with a qualitative approach to the data according to Flick (2009). We also use the guidelines commanded by the National Curricular Parameters (1998) and by the National Common Curricular Base (2018) regarding guidelines for teaching and learning the mother tongue. The results obtained, on the one hand, led us to recognize, from the questionnaire applied, that reading is still conceived by students in a linguistic perspective, centered on written verbal language. On the other hand, the data revealed that students are receptive to texts that present themselves with images, placing the cartoon genre as one of the most common readings. Thus, the choice of genres to be worked on in reading activities should take these issues into account so that the teacher can work in order to develop reading in a critical perspective. Also, considering the assumptions that guide this research and that support the didactic sequence developed, we understand that this is configured as a possibility of working with reading, seeking to achieve the formation of a critical and reflective individual, capable of assigning meanings to the text, going beyond the limits of what is presented on the textual surface of the comic strip genre and, consequently, from other verb-visual genres. This work is important for the teaching of the Portuguese language because it provides students with contact with reading through a genre that addresses reflections and criticisms of a real and social nature, making them weave analyzes beyond what is explicit in the text, collaborating for the formation of a critical reader.

2020
Thèses
1
  • DÉBORA RAQUIEL DA SILVA LOPES
  • CORDEL: LITERARY ENCHANTING ARTIST IN CLASSROOM.

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MARIA SUELY DA COSTA
  • Data: 3 août 2020


  • Afficher le Résumé
  • This research, of an interventional nature, was carried out with 7th grade students, from elementary school, from a state public school in the municipality of Santa Cruz / RN. Firstly, it deals with reading from the perspective of the PCNS (1998), pointing out the need for continuous and permanent work, for the construction and implementation of a policy of training readers in schools, through daily work with reading. We know that there are several ways to encourage reading in the classroom, so we chose to read cordel as a possibility of enchantment, considering its importance as an artistic and cultural artifact, as a typical Northeastern manifestation, for believing it capable of “literary catharsis” that the enjoyment of its reading can provoke, as well as, for the multiple known possibilities that are inherent to it. We present texts from the popular literary canon, as well as providing opportunities for contact with various texts by local and regional cordelistas, in order to enhance the literary and cultural productions of the state. In this intervention-based research, the general objective was to investigate the reception given by students to the cordel genre through data obtained and analyzed through the reading of a given clipping. As specific objectives, we seek to verify the barriers that go through the training of the reader in the classroom, especially with regard to poetic literacy, in addition to assessing the importance of reading the cordel in the training of the reader, through data analysis produced by participating students. To attest to the success of our intervention, we start from the following problem: given the lack of interest in reading in the classroom, can the cordel, due to the playful character that it serves to restore the desire to read? We question how to treat reading in the classroom with the necessary rigor for the student to achieve reading proficiency. The application of action research and the analysis of results were guided by the assumptions of THIOLLENT (2011), and the basic sequence applied was based on the workshops suggested by COSSON (2014). We also follow theoretical directions based on CANDIDO (1989, 2013), BOSI (2000), PINHEIRO (1995), BAKHTIN (2009), LAJOLO (1993,1997), SANTOS (2008), FREIRE (1996), GRAMSCI (1984, 2002), WALLON (1975, 1995), GASPARIN (2001), FÁVERO (2003), CHAUÍ (2009), AUSUBEL (1980), JAUSS (1994), among others.

     

2
  • JOÃO JAILSON DA SILVA JÚNIOR
  • N SEARCH OF LOST TIME: THE GENDER MEMORIES IN THE PERSPECTIVE OF LITERACY LITERARY

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MARIA SUELY DA COSTA
  • Data: 4 août 2020


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  • This study intents to analyse the contribuição of the literary literacy in the reader formation of 7th grade students of a public middle school through the memory literary genre. The project was based on the problem of students' lack of interest in reading literary texts, what motivates the organization of the basic sequence, organized by Cosson (2006). It was back up by the theme of memory, whose the present concepts are based on the studies of Bosi (2004), Candau (2011) and Hawbwachs (1990), that takes the book Bisa Bia, Bisa Bel (1982), written by Ana Maria Machado, as the main object. During eight workshops, organized over ten classes, we will develop activities that involve the reading of the book, but the insertion of the thematic universe that surrounds it, through film, song, interviews and the living experience of the subjects of this research. As result of this work, we hope to stimulate reading competence, reading habit formation in students and, consequently, the expansion of the literary memory writing capacity, which resulted in a final product.

3
  • SARA MIRTES DE MACEDO DANTAS SILVA
  •  

     

     

    THE COMIC IN THE CLASSROOM: AN INTERVENTION PROPOSAL WITH THE GENRE CHARGE

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ANANIAS AGOSTINHO DA SILVA
  • Data: 10 août 2020


  • Afficher le Résumé
  •  

     

    We know that there are countless learning problems in the classroom, not only in Portuguese language as well as in other disciplines. However, we observed that students present as one of the difficulties, reading and comprehension of texts. Thus, the decisive fact for the research to have this focus of discussion came from the application of a questionnaire with the students, in a class of the 9th grade of elementary school, from a public school, in the city of Santa Cruz-RN. For this, we chose the multimodal cartoon genre, considering that, with the emergence of technological media, texts with multisemiosis are increasingly present in the daily lives of apprentices. Thus, our general objective was to investigate whether students are able to properly read and understand multimodal texts of the cartoon genre. As specific objectives, we analyzed the students' understanding of the reading of the multimodal text and sought to ascertain the results achieved in relation to the construction of meaning that students made from reading the cartoon. As for the methodology, we conducted an action research, according to Thiollent (2011), since the laboratory was the classroom itself. The research is of a qualitative basis, because we analyze the students` reading and understanding through an interpretative approach, from the application of a didactic sequence based on the studies of Dolz, Noverraz and Schneuwly (2004). As a reference, we also use the studies of Bortoni-Ricardo (2008) about the researcher professor, Antunes (2003) with regard to Portuguese Language classes, Marcuschi (2005) in the approach of textual genres, Koch and Elias (2006 ), and still, Solé (1998) in reading and understanding the text, Dionísio (2006) regarding the multimodality present in the texts, Oliveira (2001), Ramos (2009), Flôres (2002), Romualdo (2000/2004) , Mouco (2007) about the cartoon genre. As for the results achieved, in reading the first cartoon, without the intervention of the teacher, the students showed only the knowledge of the world about the image, paying attention to the verbal and non-verbal languages, however, still in a superficial way. In the following readings, after applying the SD (didacty sequences), the students continued to rely on their previous knowledge and experience, but also, they analyzed in the text, in a more particular way, the multimodal aspects (chromatic, iconic and typographic) and also, according to Antunes (2010), considering the global aspects of the text, being them, the reference universe, the semantic unity (thematic), the communicative purpose, the composition schemes, and the relations with other texts (intertextuality). Thus, we conclude that this research work brought positive results, because the data revealed a small, although significant advance in the reading skills of the participating students, since they showed an improvement, although it is incipient, in terms of reading comprehension of the multimodal text.

     

4
  • JOSÉ VILMAR FIRMINO
  • ARGUMENTATIVE OPERATORS IN THE OPINION ARTICLE: AN INTERVENTION THROUGH THE DIDACTIC SEQUENCE

     

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • MARIO LOURENCO DE MEDEIROS
  • ANANIAS AGOSTINHO DA SILVA
  • Data: 12 août 2020


  • Afficher le Résumé
  • Written text production requires constant practical mobilization, using strategies and didactic procedures that favor the appropriation of this important social practice. In this way, our research object refers to the use of argumentative operators in the texts produced by the students through the textual genre of opinion article. As a general objective, we propose with this work, to analyze the textual articulations present in the written production of the referred article in a class of the 9th grade of a public school in the municipality of Barcelona-RN. As for the specific objectives, the first was to apply the Didactic Sequence, suggested in DOLZ, NOVERRAZ and SCHINEUWLY (2004), as a pedagogical intervention proposal with the purpose of improving written production. As for the specific objectives, the first was to apply the Didactic Sequence, suggested in DOLZ, NOVERRAZ and SCHINEUWLY (2004), as a pedagogical intervention proposal with the purpose of improving written production. The second was to verify the student's evolutionary process regarding the argumentative textual construction in the opinion article genre, in their written productions. Regarding the methodology, our research consists of an action research, based on THIOLLENT (2011), with a qualitative approach, with an interpretive basis, in a class with 27 (twenty-seven) students enrolled in the 9th grade of Elementary School. This is because we use our own classroom as a laboratory where the teacher / researcher and the students were participants in the pedagogical intervention. For that, we applied, as an intervention, the Didactic Sequence, proposed by Dolz, Noverraz and Schineuwly (2004). In this perspective, we dialogue with the theoretical contributions of Textual Linguistics and Argumentative Semantics. We seek support from Adam (2008), regarding Textual Linguistics. Ducrot (1977, 1980) and Cabral (2011), regarding argumentation in the language. In the studies by Kock (2011) and Koch and Elias (2017), regarding argumentative operators; Marcuschi (2002, 2005), on textual genres; Plantin (2008) Perelman and Olbrechts-Tyteca (2005), with studies on argumentative rhetoric; Bakhtin (2003), on the notion of discursive genre and Antunes (2009), with textual semantics, mainly in the relation of meaning established by the elements of textual cohesion. The results of the analysis in the students' written productions, demonstrated, at the end of this action research, that the use of argumentative operators, in opinion articles, started to serve more adequately the communicative purposes. This is because, employed in a more articulated manner, they showed an evolution, although minimal in the effective use of these linguistic elements, manifested in the textual fabric of the productions analyzed in the corpus of this work, contributing to a more concise and, therefore, more consistent argument in the defense of viewpoints.

     

     

5
  • IONARA RÉGIA SILVA GUIMARÃES
  • THE APPROACH TO LEXICAL VARIATION IN PORTUGUESE CLASSES: A TEACHING PROPOSITION FROM THE GENRE MEME

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • MARCIO SALES SANTIAGO
  • SABRINA PEREIRA DE ABREU
  • Data: 21 août 2020


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  • This research aims to investigate the lexical variation in the different social interactions found in the textual genre meme as an innovative pedagogical strategy for teaching Portuguese Language (PL), combining the mother tongue teaching with the use of new technologies and considering some student´s difficulties in understanding linguistic diversity happens. Thus, analysis of how lexical variation contributes to the creation of prejudiced images; to examine how lexical variation corroborates the constitution of the meme genre; to verify how lexical variation contributes to humor in memes is carried out in this research. For that, we take as embassies the sociolinguistic theoretical assumptions of Labov (2008), Bagno (2004, 2008, 2009) and Bortoni-Ricardo (2004); regarding the lexical variation Carvalho (2009), Isquerdo (2001), Basílio (2007); regarding the textual genre meme, the considerations of Dawkins (1976), Moraes, Mendes and Lucarelli (2011), Guerra e Botta (2018), Recuero (2007) and on Pedagogical Lexicography, Krieger (2012, 2017), Pontes and Santiago (2009), Santiago (2012), among others. The research was developed in a 7th grade class of a state-run public school in Parelhas/RN. For this, we adopted the principles of action-research (THIOLLENT, 1986), developing a pedagogical intervention carried out through a didactic sequence according to Dolz, Noverraz, and Schneuwly (2004), involving the teacher-researcher and students - those inserted in this teaching-learning process. As result, we aim to create conditions for students could understand the Brazilian Portuguese sociocultural plurality, through the development of a linguistic variations mini-dictionary, making them aware of the Portuguese Language heterogeneity and showing that its diversity must be respected to combat linguistic prejudice. We aim, as well, to demystify the concepts of right and wrong, still quite persistent in language teaching.

6
  • CLAUDIA GEAN CARNEIRO ARAUJO
  • LITERACY PROJECTS: IMPACTS IN THE LEARNING AND WRITING TEACHING OF FUNDAMENTAL TEACHING II TEACHERS

     
     
     
     
     
     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • Data: 21 août 2020


  • Afficher le Résumé
  • This paper aims to study Literature Projects, characterized as a didactic device (OLIVEIRA, 2016) that proposes to use reflective and collective practices relevant to the scaling up of reading and writing teaching in the school context. In this sense, the present research, in which it is explained, provides a delineation of how the school can be an agency of literacies indispensable to the creation of methodologies that enable the educating the experience with activities of reading and writing connected to concrete contexts of human interaction. Thus, we aim to investigate the impacts of Literacy Projects to improve student learning in terms of reading and writing. Thus, our discussions are based on the postulates of authors that deal with Literature Studies and more specifically on Literacy Projects KLEIMAN (1995, 2002, 2010); OLIVEIRA; TINOCO; SANTOS (2014), OLIVEIRA (2016) and ROJO (2009); in the social approach of genders (BAZERMAN, 2006); in Discursive Theory of Genres (BAKHTIN, 2011). Methodologically, the work is based on the assumptions of action research (THIOLLENT, 1986) and follows the qualitative data approach (BOGDAN; BIKLEN, 1982). The corpus of analysis consists of material generated during the development of the research through interviews, talk wheels, lectures, among other activities that has been contributing to the approach and circulation of diverse discourse genres. The research was carried out in a 6th grade class of a public school in the city of São João do Sabugi-RN. The intervention carried out through Literature Projects contributed to the learning of reading and writing, given that the collaborators of the research experience concrete situations of the use of writing in establishing a link between school knowledge and socially constructed knowledge. The results, partially presented, point out that the Literature Projects favor a better quality of the teaching-learning process, as regards the re-signification of reading and writing practices in the school context.

     

     
     
7
  • LIZANDRA APARECIDA DE AZEVEDO SILVA
  • LITERACIES FROM WORK ATIVITIES: AN AXIOLOGICAL POSITIONING IN THE CONSTRUCTION OF THE DISCURSIVE GENDER LITERARY MEMORIES
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIA DA PENHA CASADO ALVES
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 23 sept. 2020


  • Afficher le Résumé
  • This work deals with writing practices with the genre literary memories from the rescue of literacies in work activities and reports from parents or other members of the students' family, in order to improve the performance of the class with regard to writing. The main objective is to investigate the impact of the writing practices developed by the students, from an intervention with the use of discursive genre memories produced with a focus on the literacies of work experienced by parents and guardians of students. In specific terms, we establish: mapping the professions or work activities presented in the written productions; to analyze the memories produced by the students considering the communicative purpose of the genre and its aspects as thematic content, compositional structure and style, as well as to identify the advances present in the writing of the students when producing copies of the genre under study. The research took place in a class of 8th grade elementary school students from a state public school in the city of Acari-RN. Methodologically, it is an action research (THIOLLENT, 2011), with a qualitative data approach (BODGAN; BIKLEN, 1994). Therefore, we take as theoretical contributions the foundations from Literacy Studies as social practices (KLEIMAN, 2012; SOARES, 2001; ROJO; OLIVEIRA, 2008), as well as the work literacies (PAZ, 2008), Gender Didactic Project (GUIMARÃES; KERSCH, 2012) and the theory of Discursive Genres (BAKHTIN, 2003), more specifically with an emphasis on Discursive Genre Literary Memories (CLARA; ALTENFELDER; ALMEIDA, 2010) as material artifact in the literacy practices and the conception of the writing process and rewritten (RUIZ, 2010). The results of the research developed through the Didactic Gender Project point to the improvement of students' writing practices taking into account that the presented productions contemplated advances regarding the attendance of aspects related to the thematic content, compositional structure and style. It is also worth mentioning that the approached gender contributed significantly to the participation of students in the production of activities, given that research participants interacted with literacies in work activities developed by their parents or guardians, as a way of situating them in the current context , which led them to an axiological and identity positioning in the construction of the discursive genre literary memories. Another contribution of this work was the mapping of the professions of parents (or guardians), which made it possible for students to identify reading and writing practices with a way of valuing this knowledge in the various fields of activity of human activity.

     

8
  • MÁRCIA CAMBUI ROSADO DA SILVEIRA
  • RHYTHM AND POETRY IN THE PORTUGUESE LANGUAGE CLASSROOM: Reading of poems from a literary-musical perspective
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • GILMEI FRANCISCO FLECK
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 15 oct. 2020


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  • Our research focuses on the reading of poems and music, which can assist in the development of interpretation. In this context, the Portuguese language teacher can take an innovative stance in Portuguese language classes and use strategies to motivate the student to read for pleasure. Our conception is that music and poetry can be great allies in this mission. To interfere in the school reality, we planned and developed an intervention with 7th grade students, from elementary school, from a municipal school in the city of Natal-RN. Therefore, our research goal was to analyze the contributions of a pedagogical intervention, in a transdisciplinary perspective, which aimed at improving reading practices, from the genre poem articulated to the musical genre. As specific objectives, we intend to identify aspects that facilitate the reading of the poem; Investigate students' understanding of reading poem text; Think over the articulation of music and poetry in the formation of reading competence. Our methodological approach was built from action research (THIOLLENT, 2011; TRIPP, 2005), with a qualitative data approach (BODGAN; BIKLEN, 1994). We structured our theoretical foundation regarding reading concepts (SOLÉ, 2008; JOUVE, 2002; KLEIMAN, 2004), as well as our literary reading concepts (JOUVE, 2012; TODOROV, 2010; ALVES, 2013; REZENDE, 2013; COSSON, 2018 ); we still apprehend the theory about poem (AVERBUCK, 1993; PINHEIRO, 2002; SORRENTI, 2009; MARCUSCHI, 2005; PILATI, 2017; GEBARA, 2007). And finally, we brought concepts about music (PENNA, 2014; COSTA, 2002; TATIT, 2007; 2008; CONTADOR and FERREIRA, 1997) and about transdisciplinarity (MORIN, 2007; 2014). The results showed that the reading of the poem genre articulated to music not only contributed to the development of students' reading competence, but also constituted a motivating factor and development of the taste for reading. 

9
  • JAÉCIA LARISSE SANTOS FERREIRA DE LIMA
  • RETEXTUALIZATION IN PORTUGUESE LANGUAGE TEACHING: AN INTERVENTION PROPOSAL

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA HELENICE ARAUJO COSTA
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 29 oct. 2020


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  • This research focuses on the teaching of Portuguese Language in the final years of elementary school, especially rigarding to the relationship between orality and writing. In this aspect, the reflection carried out starts of the difficulties that students present in recognizing that there are moments in which we interact in more spontaneous ways and, in others, more planned through oral and written texts. Such a question implies the observation of the uses of the language, with a view to fulfilling different objectives in daily life. We argue, therefore, that the practices of spoken and written language in the teaching of Portuguese Language in the classroom enable students to develop their linguistic-communicative competence, by preparing them for the use of the language in different situations of interaction. Therefore, we elected as the general objective of this research to investigate how students of the 8th year of elementary school retextualize their productions, from the spoken modality to a written version. We elected as specific objectives to identify the linguistic-discursive operations used by students in the process of retextualization of speech to writing and to analyze the linguistic-discursive operations in the process of retextualization from speech to writing, in the textual genre interview, produced by students. The methodology of this work followed the orientations of action research and a qualitative approach for the analysis of the collected data. To carry out action research, we developed a proposal for intervention in the Portuguese language classroom, through a didactic sequence, based on the proposal of Dolz, Schneuwly and Noverraz (2004). The research corpus consisted of choice collected orally and then retextualized for writing. We take as analysis categories for this investigation, the model of textual-discursive operations in the passage of text from oral modality to writing, as proposed by Marcuschi (2010), from the removal of the marks of orality till the syntactic reordering according to the writing norm. Theoretically, we are based on works that follow interactional proposals, such as Fávero, Andrade and Aquino (2000); Leal and Gois (2012); Marcuschi (2008 and 2010); Hoffnagel (2002), Koch (2005) among others. The results revealed that students were able to retextualize interviews from speech to writing, performing textual-discursive operations, since the simplest to the most complex. This fact proves that the didactic-pedagogical activities were of great relevance for the teaching of the Portuguese Language, as they as contemplated different situations of social interaction.

10
  • RENATO MARQUES
  • A PLAYING APPROACH TO TEACHING PORTUGUESE LANGUAGE GRAMMATICS

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • FABIO NUNES ASSUNÇÃO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIO LOURENCO DE MEDEIROS
  • Data: 30 oct. 2020


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  • The texts we receive from our students in various activities have considerable inadequacies in mastering the skills of graphic accentuation. Thus, we realize that, as for the mastery of the spelling skills required in different texts, specifically, as regards the expected ability in graphic accentuation, there is a lack that, in our understanding, may be related to the way such content has been approached in the text. Portuguese language classes. It is quite common to hear from students expressions such as: “Portuguese is complicated”; "Grammar is too hard." The present work deals specifically with the topic of graphic accentuation as a way to contribute to minimize the difficulties encountered in this area. Therefore, we did a didactic intervention supported by a playful approach to the content, through a game we created, in which the rules of graphic accentuation are explored. Through this mechanism we aim to arouse students' interest in Portuguese Language classes in order to make them participants actively involved in such classes, making them less boring and more attractive, whose expected result is improved learning. The elaboration of this didactic resource and its effective use in the classroom, whose results, presented and analyzed at the end, constitute a didactic intervention along the lines required by the Professional Master in Letters. The corpus of this work consists in the use of a board game composed of cards, rules and course to be followed by the students during each game, which was used in the pedagogical intervention in the classroom. The work developed a public school of the municipal system in the city of Jucurutu - RN, in a class of 7th grade of elementary school II. We resort to some theorists who reflect on the teaching of grammar, such as: Faraco (2008), Franchi (2006) and Neves (2003) among others, just as a way to situate the current debate on the subject. Kishimoto (2011), Friedmann (1996), Melo (2011), Figueiredo (2009) and Silva (2015) used too in ours  understand from of playful dimension of learning. Without ignoring and, even less, disregarding that the teaching of Portuguese Language Grammar must be meaningful and contextualized, we understand that the approach to the rules of graphic accentuation, given their technical and arid nature, can be used as a playful form. Make the classes that address this topic more attractive. After the intervention, our still preliminary analysis reveals that the game provided students, in addition to a greater participation in the classes, a real evolution regarding the practical mastery of the rules of graphic accentuation, which allows us to conclude that the use of strategies can also be used successfully to address other grammatical topics.

11
  • MARIA DO CARMO RIBEIRO DA SILVA
  • LITERARY LETTERING BY SUSPENSE TALES: DENTING STORIES
  • Leader : SEBASTIAO AUGUSTO RABELO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA SUELY DA COSTA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 20 nov. 2020


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  • This research work aims to investigate the contributions of reading activities with suspense tales to the practice of literary reading, since students' lack of interest in reading was observed. For that purpose, literary literacy actions and actions were planned, based on the realization of a basic sequence, as Cosson (2018) guides using suspense tales. The research was guided by Aguiar (2011), Cadermatori (2010), Cândido (2004), Colomer (2003), Zilberman (2003), Magnani (2001), Magalhaes (1987), Machado (2002), it refers to the training of readers in the classroom, regarding gender, it was based on Coelho (2000), Cunha (1991); Moses (2006). This is an action research according to the concept of Thiollent (2011) with a qualitative approach in the analysis of the data, it was carried out in a class of 7th grade of a public school of Elementary School in Full Time in the municipality of Santa Cruz-RN.

     

12
  • ANA GLÓRIA ROGÉRIO DE CARVALHO GAMA
  •  
     

    LITERACY PROJECTS: A STUDY OF WRITING PRACTICES IN TRAFFIC EDUCATION

     
     
     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • KLÉBIA RIBEIRO DA COSTA
  • Data: 17 déc. 2020


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  • The high rates of traffic accidents and deaths led the United Nations (UN, 2011) to define the period from 2011 to 2020 as the “Decade of Actions for Road Safety in the World”, recommending that all countries plan and implement actions. to reduce casualties. In this sense, this action research work focuses on traffic education and aims to investigate the implications of Literacy Projects for the improvement of students' reading and writing practices as well as their conscious performance in traffic. . Students of a 9th grade elementary school from a municipal public school in the city of São Bento do Trairi-RN, participated in the research. Theoretically, we are based on the perspective of Literacy as social practices (KLEIMAN, 2005; 2010), on the assumptions of Literacy Projects (OLIVEIRA, 2008; TINOCO, 2008; SANTOS, 2012; OLIVEIRA; TINOCO; SANTOS, 2011). in the Theory of Textual Genres (BRONCKART, 2003) and the legal provisions governing the driving of vehicles in traffic (BRASIL, DENATRAN, 2006; PAULUS 2012). In methodological terms, it is an action research (THIOLLENT, 2011) of qualitative data approaches (BORTONI-RICARDO, 2008; BOGDAN; BIKLEN, 1994), since we implemented an inductive analysis of the investigated questions, seeking to interpret them. from what the research collaborators express about their doing during the project actions. The partial analysis of the data indicates that the development of the Literacy Project gives rise to the active involvement of students in the actions and activities performed, which contributed to the improvement of reading and writing practices, as well as to their awakening to responsible behavior in the classroom. 

2019
Thèses
1
  • FRANCISCA ERIK LARISSE NOGUEIRA LIMA
  • .

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIO LOURENCO DE MEDEIROS
  • ROSANGELA ALVES DOS SANTOS BERNARDINO
  • Data: 15 févr. 2019


  • Afficher le Résumé
  • .

2
  • ERIRÓBSON DANTAS DE LIMA
  • THE LITERARY LITERARY FOR SCIENTIFIC FICTION: THE CLASSROOM AS A LABORATORY
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIA SUELY DA COSTA
  • Data: 27 mars 2019


  • Afficher le Résumé
  • The schooling of literature, although practiced since immemorial times, is constantly the subject of criticism and reflection, generating debates about the methodological possibilities to make access to the literary text viable and meaningful to the student. The reading deficiency of Brazilian students is remarkable, especially when it comes to reading the literary text. Ensuring this access to literature, while well incompressible, is a challenge imposed on the Portuguese teacher, since he is the main mediator, in the school context, between the student and the literary reading. Thus, this work focuses on the process of literary literacy as an alternative and emergent way of teaching literature at school, using the science fiction genre as a hypothesis of access to a reading experience that is meaningful to the reader. To do so, a didactic sequence will be developed, with the intention of making the reading of the literary text something attractive to the student. This work will be carried out with students of the 9th year of an Elementary Public School in the city of São Pedro - RN, with qualitative methodological support to action research, centered on the work of Thiollent (THIOLLENT, 1986). The theoretical basis of this work is based on the studies of Cosson (COSSON, 2007) in the understanding of the place of literature in the school context and of the didactic sequence as a way of accessing the literary text; in Candido (CANDIDO, 2011), whose essay “The Right to Literature” offers important reflections on the nature of the literary text; besides the works of Léo Godoy Otero (OTERO, 1987) and Bráulio Tavares (TAVARES, 1986), about the genre of science fiction. It is hoped that this work, which is in its process of execution, is based on the hypothesis that the use of the genre of science fiction as a triggering element of the taste for literary reading, to make literary reading a habit in life (not only at school ) of the student.

3
  • EMANOEL VICENTE DO NASCIMENTO
  • THE TEXT PLAN IN THE GENRE PERSONAL REPORT: A PROPOSAL FOR INTERVENTION IN A PORTUGUESE LANGUAGE CLASSROOM

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • ANANIAS AGOSTINHO DA SILVA
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 11 avr. 2019


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  • In this work, we chose as object of study the text plan materialized in the genre Personal Reporting. It is an investigation defined from the problems identified in the written texts of the students of the 7th Year of elementary school, regarding the domain of the text plan of the genre Personal Report, carried out in a public school in the state of Paraíba. In this context, we observed that the students did not have the knowledge that would make them capable of producing a text with a definite plan, connecting the whole and the parts, from the recognition of a genre. In this way, we defined to investigate the written text produced by these students, in order to analyze how they organized their texts, in order to fulfill a specific communicative function. Theoretically, we take an interactive view of language, having the text as an empirical object and teaching and learning, based on discussions of some theorists (ADAM, 2011; MARCUSCHI, 2008, KOCH, 2011). We reflected on the text plan, in relation to the discursive genre Personal Report, having been the category defined in the analysis of the textual productions of the students, discussion subsidized in Adam (2011) and Cabral (2013). From the methodological point of view, we subsidize ourselves in action research, given our interference in school reality, aiming at confronting the problems related to Portuguese language teaching, in our own classroom. In this direction, we adopted a qualitative and interpretative approach to analyze the data obtained, the students' texts, from the context in which they occurred, which made possible the construction of their meanings. For the constitution of the corpus of research, we follow the guidelines of Dolz, Noverraz and Schneuwly (2004), regarding the procedure of the didactic sequence, with a view to the constitution of the corpus and to the development of the intervention proposal. The results of this study showed that the students obtained advances in the structuring of the text plans, as well as in the use of narrative textual sequences, when comparing the initial and final versions of Personal Reports. These results point to the effectiveness of systematic work in the classroom, with a view to minimizing detected problems. The result of this work with the students also allowed the organization of a collection of printed texts, in the Personal Report genre, presented to the school community as the final product of this research.

4
  • LAIANE RAMOS DE MEDEIROS
  • DIDACTIC PROPOSAL FOR TEACHING OF THE (NON)ASSUMPTION OF ENUNCIATIVE RESPONSABILITY IN THE  DISCOURSE GENRE OPINION ARTICLE

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • MARIA DAS GRACAS SOARES RODRIGUES
  • ADRIANA MORAIS JALES
  • Data: 10 mai 2019


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  • This work is inserted in the scope of the study of Textual Analysis of Discourse (hereinafter ATD), proposed by the linguist JM Adam, who studies the textual co-production of meaning by means of concrete texts, from certain levels or plans of analysis linguistics. The research aims to identify, describe and analyze the phenomenon of (non) assumption of declarative responsibility in articles of opinion produced by students of the 9th grade of elementary school and then present a proposal of work of the phenomenon of (no) assumption of enunciative responsibility, from the discursive genre on schedule. The theoretical basis will be based on the studies of Adam (2011) and Gomes (2014). In methodological terms, a corpus composed of five productions of the opinion article genre will be analyzed, elaborated by students of the 9th grade of elementary school, based on the categories of analysis proposed by Gomes (2014). Our research presents two moments: the first, referring to the analysis of the phenomenon of enunciative responsibility in the discourse genre in question; the second, the elaboration of a proposal of a didactic sequence, considering the basic assumptions of enunciative responsibility in the construction of the argumentative purpose of the producer of the genre article of opinion. In relation to the first moment, one can perceive the PDVs materialized by means of 67 occurrences of linguistic marks of (non) assumption of the declarative responsibility. The data show us that there is a predominance of the student's PDV, although we find PDV from other enunciative instances. We understand that this prevalence of the student's PDV in the productions is justified because it is a genre of discourse that allows the author of the text to express his opinion about a certain theme. Regarding the recurrence of the PDV of other instances in the articles of opinions analyzed, we understand that the student uses the words of others to express their point of view, in the search to validate and / or strengthen their argument. In relation to the second moment, in which a didactic proposal is elaborated from the phenomenon of enunciative responsibility, we seek to make it contribute to the teaching of the Portuguese  Language, minimizing the problems detected in the analysis of the corpus of this research, as the difficulty of using the arguments of authority to sustain the PDV of the producer of the text. In view of the argument exposed above, we hope, through this work, to contribute to the studies about the subject in question, as well as offer elements so that the Portuguese-speaking teacher can work more effectively the question of the voices present in the most diverse texts served in our society.

     

     

     

5
  • CLEUNICE CRISTINA SILVA ARAÚJO



  • THE MASS LITERATURE AS A TOOL TO DEVELOP THE TASTE FOR READING


  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MARIA SUELY DA COSTA
  • Data: 12 juin 2019


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  • In the face of growing disinterest for reading, it is necessary to find ways that can stimulate students to develop the habit and the like for reading autonomously and enjoyable. Thus, it is noticeable that all the traditionalism in language teaching has not taken into consideration a tool that, well used, can serve as a new approach to the formation of readers inside and outside the walls of the school Mass literature has awakened the interest of young people for reading from narratives that approach their realities and age group. In this sense, this work aims to develop a taste for general reading, bringing thus advances that reading provides for the use of the language. As specific objectives, we propose inserting the mass Literature in the classroom, in order to evaluate the progress of students with regard to the taste and to the habit of reading. To this end, we follow a qualitative approach of interviewing character, with a focus on action research in accordance with Thiollent (2013). The choice of this genre as an object of study is justified because it is a language that involves the reader's imagination, and yet can treat current important themes and develop, not just the domain of the Portuguese Language, but can be read develop the student's critical ability. This study has relevance because of your dealing with a different tool, that beyond traditionalism of classical literature and innovates work with reading, although one does not delete the other. The corpus of this research consists in the work of foreign literature Starters, science fiction novel, one of the genres of literature, chosen by the students themselves, which was crafted in the workshops of reading and text production, but also served as an anchoring to associate the theoretical framework adopted in this research. The work was carried out in a municipal school in the city of Jucurutu, in a class of eighth-graders of the ES. To develop research in the classroom, we took ownership in the Didactic sequence as a strategy to develop the pleasure by reading through the genres of literature. We took as theoretical references Bakhtin (2003), Marcushi (2008), Shafiq (1998) and Irandé (2009) to understand the dimension of the text genres. Concerning Seibert (2015), Gagliari (2002), Solé (1998), Freire (1992) and Lajolo (1988), Koch and Elias (2009), Tavela (2010), Ceccantini (2006), we have pointed out the debate on the strategies of reading and its relevance. Regarding SD, we used the model proposed by Schneuwly, Noverraz and Dolz (2013). In the analyses, we tried to observe how this intervention is given and how this genre contributed to bring students closer to the natural way of reading. In the SD, reading workshops, debates, work with the study of genres, textual productions, vocabulary and mastery of language, inference and coherence were produced. In addition to proposals for activities to start reading and suggestions for titles. Thus, we can affirm that the results obtained from the reading of the mass genre in the classroom were positive, since we identified that through the use of this literature new readers emerge, who read daily on their own, with advances Significant. Thus, even facing some difficulties throughout the intervention, we perceive a new look of the majority of students about the act of reading, from books that approach their daily lives, becoming meaningful and effective for their school and social life.

6
  • IAPONIRA COSTA
  • PEACE? Ah, PEACE! THERE ARE PEACE: PEACE READINGS MEASURED BY NEW TECHNOLOGIES
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • ANA MARIA DE OLIVEIRA PAZ
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 12 juin 2019


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  • In the early years of the 21st century, the use of technology was accelerated and removed the reading of its comfort zone, which was the book, and gave it a new world – the media – responsible for keeping it circulating in the most varied possible ways: blogs, sites, vlogs, social networks, through video, audio, or attached to the images. The fact is that reading now reaches beyond school spaces and to readers beyond the educated ones. This study entitled, Peace? Oh, peace! There is peace: peace readings mediated by new technologies investigated on how to use the Digital Information and Communication Technologies (TDIC) in several reading strategies, with the main objective to promote the feelings of valuation and self-esteem in relation to the culture of peace at school and in society, in addition to enabling the student, through these different ways to read and record the world, production, publication and specially sharing of ideas and new knowledge. Also it is worth mentioning the reflection raised by this research in relation to the role of the teacher in this context, and the importance of continuing education as an essential factor for the pedagogical use of TDIC in the school environment. As theoretical reference, we brought the concept of reading by Koch and Elias (2006), ratified by the National Curricular Parameters (PCN) and by the National Common Curricular Base (BNCC), in addition to the studies of Solé (1998) as for the strategies of reading. The methodology used was that of action research, qualitative oriented, having as parameter the Dionne studies (2007) and Thiollent (1988). The research is still worth studying Moran (2000) and Masetto (2009) dealing with new technologies in the educational setting. For the development of the intervention, we elaborated a didactic sequence, subsidized in the theoretical assumptions of Rildo Cosson (2014), called "basic sequence".
    This Interventional activity, applied in a class of 8th grade of elementary school, in a State school, located in the urban area of the city of Caicó/RN, was developed in 10 workshops, assuming contact with poetry through song lyrics, research Biographical, production of wall and video poems, rereading of texts, declamations and choreography. All these expressions were mediated by the TDIC. Thus, considering the importance of mediation for meaningful learning, this study proposed a process of active listening, systemizing the voices and practices of the collective, enabling discoveries and work with reading allied to theTDIC.

7
  • RENILSON NÓBREGA GOMES
  • .

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JÚLIO CESAR ROSA DE ARAÚJO
  • MARCIO SALES SANTIAGO
  • Data: 11 sept. 2019


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  • .

8
  • TEREZA CRISTINA NUNES DE OLIVEIRA
  • .

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • EDMAR PEIXOTO DE LIMA
  • MARCIO SALES SANTIAGO
  • URBANO CAVALCANTE DA SILVA FILHO
  • Data: 13 sept. 2019


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  • This work aims to investigate the linguistic varieties of the Portuguese language, through the linguistic analysis about the comic trip, specifically the character Chico Bento. This study looks to recognize the existent variations in some contexts of his speakers, and through texts discuss their intencionalidade, while there is observation on these phenomena that integrate the Portuguese language. From that, one proposes that there is a posture of increase in value so that in this way it stimulates a combat to the linguistic prejudice, just as an aprimoramento of the linguistic competences of the wrapped ones in this work. The object in study left from an anxiety caused in the environment of the classrooms of Portuguese language, to the proportion in which the apprentices were coming across aspects of the language that were not matching regularly his reality. For this, the inquiry takes the studies as a theoretical foundation sociolinguísticos of Bagno (2007; 2009; 2013), Bortoni-Ricardo (2004; 2005), Labov (2008), Faraco (2008) and Antunes (2007). For studies relative to text and type, we board the works of Antunes (2010; 2009), Marcuschi (2008), Dolz and Schneuwly (2004) and Koch (2012). In the methodology based on the presuppositions of the theoreticians Thiollent (2011), Flick (2009) and Zabala (1998), was developed an inquiry-action, through the preparation of an educational sequence that could, from a textual type, cause an involvement of the pupils for the communicative function of the writing, and mainly analyse the linguistic variations as a social practice and so cancel the concept of mistake that they have. The obtained results demonstrated that the proposal of educational intervention obtained result in his objectives, having in mind that the pupils could understand that the linguistic variations are inherent phenomena of our language. It gave itself this conception through moments of reflections and discussions, which favored changes in the vision of each one on the Portuguese language. They could still note than there is no way to consider a more correct language or not, but appropriate that one, mainly regarding the speakers of the rural communities, although it is not a language specifically of them, since we can find them in other contexts also. Therewith it was possible to understand that no language should be neglected, since there is no homogeneity in it.

9
  • RAPHAEL DANTAS DE OLIVEIRA
  • THE PHENOMENON OF THE ENUNCIATIVE RESPONSIBILITY IN THE DISCOURSE GENRE READER'S LETTER: A TEACHING PROPOSAL FOR ELEMENTARES SCHOOL STUDENTS.

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • MARISE ADRIANA MAMEDE GALVAO
  • URBANO CAVALCANTE DA SILVA FILHO
  • Data: 13 sept. 2019


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  •  

    Considering our understanding that when we speak or write, we leave marks that identify who is responsible for saying in the text, this research aimed to analyze the phenomenon of the (no) assumption of Enunciative Responsibility in the discourse genre of the reader's letter. To theoretically substantiate our work, we are guided by Adam (1997, 1999, 2011, 2012), Alves Filho (2011), Antunes (2009, 2010), Baktin (2011), Bezerra (2010), Gomes (2014, 2015), Fávero and Koch (1998, 2012), Koch (1997, 2002, 2013), Marcushi (2002, 2008, 2010), Passeggi et. al. (2010), Rodrigues et al. (2010), among others. From the point of view of action research, we are based on Thiollent (2011), whose problem analyzed in the classroom was directed by the head teacher and class researcher, as well as the students involved in the process. From the point of view of the Didactic Sequence (DS), we follow the contributions of Dolz, Scheneuly and Noverraz (2011), with the purpose of schooling the reader's letter speech genre and request its production after the orientation of the searched linguistic knowledge, aiming also observe how students express themselves in the text itself. Our corpus consists of 16 letters produced by students of 7th grade of elementary school from a public school in the city of Jardim do Seridó-RN. Regarding the results, we can say that there is a predominance of the student's voice, although we find, in a slight recurrence, the voice of other enunciative sources, such as the writer Rosely Sayão, author of the article that motivated the writing of the reader's letters analyzed. in this research. Regarding the linguistic marks identified in the analyzed reader's letters, we have: indices of people, connectors, assertions, adjectives, adverbs, verbs in 1st person singular, verbs in 1st person plural, verbs in 3rd person singular, modalizers, among others. All these marks helped in identifying the voices present in the text and became of great importance in the argumentative orientation of the enunciator. We can also point out several meaning effects constructed by the voices present in the text, namely: opinion contrary to the excessive use of the cell phone and appropriation of the other's voice to influence the point of view of the interlocutor, among others. Finally, besides the systematized theoretical contribution and the analysis and discussion of the obtained data, we systematized the didactic proposal created by us in line with the lived experience, with the scope of disseminating the theme studied in order to serve as guidance and to be applied in classes of students of the final years of elementary school with the discourse genre reader's letter or other genre of interest of the teacher. Thus, we culminated in a study that made it possible, from the results obtained, to realize that when we use language, our image is in the text, and can be recognized from what evidences the phenomenon of Enunciative Responsibility. Therefore, we should assume what is said in the text, since it disregards the escape from the marks used in the explanation of information recorded through writing.

10
  • FRANCISCO DAS CHAGAS MEDEIROS DE SOUZA
  • SCHOOL LITERACY: A PROPOSAL FOR THE IMPROVEMENT OF STUDENTS' COMPREHENSION IN QUESTION UTTERANCES IN EVALUATIVE ACTIVITIES


  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 4 oct. 2019


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  • Using the language in a proficient way, attending to the needs impelled by the social interactions, is a necessity that the Portuguese Language teaching seeks to attend, in a way that assumes as main objective of its classes the extension of the competence regarding the reading and understanding of texts, materialized in the most diverse genres used in the most different contexts of language use. Regarding the use of this competence in the classroom of any subject, however, there is a rather significant difficulty on the part of the students when asked to answer the questions of evaluative activities, being presented a high degree of incomprehension in relation to the Utterance of Questions. Therefore, this study aims to investigate the aspects that make it difficult for students to understand the reading of utterance of questions of evaluative activities. For that, a Gender Didactic Project (PDG) is developed in order to contribute to the student's better performance in reading and understanding the question utterance. This research is carried out with students of the 8th grade of Elementary School of a public school of the state school network in the city of Natal - RN and adopts a qualitative approach focusing on action research, based on the perspectives of Bodgan; Biklen (1994), Flick (2009) and Thiollent (2005). As regards the theoretical basis, reading and teaching are conceived from the constructs of authors such as Solé (2013, 2014), Antunes (2003), Alliende; Condemarín (2005) and Koch; Elias (2009); the studies of Koch (2015; 2016), Antunes (2010) and Marcuschi (2008); the genres are discussed following the assumptions of Bakhtin (2010 [1992]) and Bronckart (1999); and addresses the Question Utterance Gender based on the approaches of Paz (2001) and Lino de Araújo (2017). From the results of the research, which is currently underway, it is intended to alleviate the students 'comprehension difficulties in relation to the questions utterance in order to obtain better results in the evaluation activities and, consequently, to increase the students' reading and comprehension competence for the everyday communicative situations.

     

11
  • EDVANILSON DE OLIVEIRA


  • WRITING PRODUCTION IN THE 9TH YEAR OF GROUND EDUCATION: A STUDY OF CHRONIC TEXTUAL GENDER

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 11 oct. 2019


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  •  

    Working with writing has been increasingly difficult in our schools. Most of our students come from underprivileged families and live in environments with little or no incentive to read or write. This reason makes it difficult to work in the classroom, because the discouragement is very present, which is why they find difficulties in the acquisition of written language, as well as in the practice of reading. Given this, we understand that it is at school that we can provide means for these students to minimize these difficulties. Our main objective was to investigate the written texts produced by the 9th grade students of the EF, from the chronic textual genre, through the application of Didactic Sequence (SD). We justify the choice of this genre for its characteristics in reporting, describing, presenting everyday facts, which allowed the immersion of students in reading practices and (re) creation of their own textual productions. We realize that this research presents its relevance in that it can contribute to the teaching of Portuguese Language and improve the experience as a teacher who is dedicated to improving reading and writing in the classroom. Although our object of study is writing, we should not develop this without that, because text is not produced without first reading about the genre studied. To develop this work through the application of didactic sequence, we take as reference the studies by Dolz and Schneuwly (2004). Regarding the methodology, we opted for an action research, with the studies of Dionne, (2007); Thiollent (1988) and, based on qualitative research, Moreira (2006). Our work had as target audience the students of the 9th grade elementary school, from the city of Tenente Laurentino Cruz / RN. For the analysis of the students texts we follow the studies of Marcuschi (2008); Bakhtin (2003). We found throughout this process that the choice of the “chronic” textual genre for this work was a facilitator, since it is a genre with characteristics of the students' reality, where “everything can become chronic”, as always heard from the teacher. In addition to presenting everyday themes, the language is simple, is a short and easy to produce text, where writing is no longer a challenge and became a reality. Thus, during the final production process we saw that, unlike the initial production, students showed greater mastery and ease in writing. This resulted in a collection of texts, in the chronicle genre we call the "Notebook of Chronicles: Narrating the Daily Life." Therefore, it was only possible to develop this work, in the Portuguese language classroom at EF, through the opportunity to study the Professional Master in Letters in National Network – PROFLETRAS.

12
  • JEDIAEL FERREIRA DA COSTA
  • Sequential cohesion in open letter texts: a proposal for intervention in elementary school
  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • ANANIAS AGOSTINHO DA SILVA
  • Data: 29 nov. 2019


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  • This work is related to our concern as a teacher of Portuguese Language, specifically the question of how to make teaching enjoyable and meaningful to the student, so that their purpose in school goes beyond mere school approval. Regularly, the student has presented some difficulties in recognizing the compositional organization of textual genres, as well as in establishing connections through sequential cohesion connectors, making the continuity of meaning of the text unfeasible in some situations. Thus, this research aimed to investigate the use of cohesive mechanisms in the written production in the textual genre Open letter made by ninth grade students of a school in the municipality of Picuí, Paraíba. We selected as specific objectives, identify the general textualization infrastructure of the Open Letter genre; characterize the elements of sequential cohesion in the texts produced; to analyze the function of these cohesive elements in the construction of text meanings. The theoretical bases that underlie this research are based on the interactive textual studies developed by Koch and Elias (2006; 2010), Koch (2002; 2011; 2013), Marcuschi (2005; 2008), Antunes (2005; 2009; 2010), Geraldi (2011), among others. Regarding the methodological aspects, we resorted to the qualitative and interpretative approach, based on the studies of Flick (2009), Fonseca (2002), Marconi and Lakatos (2011), among others. This research, from the point of view of research typology, meets the principles of action research, in accordance with the studies by Thiollent (2011), characterized by the intervention of the conducting teacher in the classroom under his responsibility. The research data were generated from the application of a sequence of activities developed based on the modular orientations of Dolz, Schneuwly and Noverraz, (2004), through which the students produced an initial version and a final version of the Open Letter. In the initial productions we tried to identify and analyze the general open textual textualization infrastructure, focusing on the semantic relations established by the sequential cohesion connectors, in view of a pedagogical intervention mediated by the application of an SD. In the initial version, students appropriated some connectors in order to establish the relevant semantic relations; Regarding the final production, new connectors were found, thus expanding the use of the connecting links, providing the implementation of new semantic relations and, consequently, contributing to the establishment of textual cohesion. Regarding the textual genre, we found that, in general, the students produced texts that fit the specifications of the Open Letter. Thus, the data converge to achieve the intended objectives, since students were able to expand the use of connectors, as well as write an Open Letter, so that it was understood by users.

     

    Keywords: Portuguese Language Teaching. Text genre Open letter. Sequential cohesion.

     

     

     

13
  • GENÚBIA CRISTIANE BARBOSA
  • xx

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • MARCIO SALES SANTIAGO
  • ANA MARIA DE OLIVEIRA PAZ
  • ANTONIO LUCIANO PONTES
  • Data: 29 nov. 2019


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  • We live in the called information society, in which texts are surrounded by multiple languages. The visual aspect is highlighted, the images figures not only as accessories, but also as knowledge sources, allowing a more effective comprehension of what is exposed. Based on this scenario, this dissertation addressed the multimodality in the school dictionaries type 3, directed to the last years of the elementary School. The research intended to answer the following questioning: how the images present in the dictionaries can contribute to potentialize the understanding of entries definitions, when presented to youth? This way, the following general aim was to understand the importance of image to the meaning construction in school dictionaries entries. Therefore, were used as theoretical and conceptual subsidies the contribution of authors like: Krieger (2012), Pontes (2009; 2010), Santiago (2012) and Carvalho (2011), in the studies focused on the Lexigraphy and the Lexicon; Dionísio (2014), Kleiman (2013) and Vieira (2015) in the questions relative to the multimodality. In relation to the methodological aspects, the investigation is configured as action research (THIOLLENT, 2005) and aimed at first apply a didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) for the reading and analysis of the words definitions on the dictionaries selected to the study, with emphasis to the imagetic aspects of the illustrations of the words. This way, the developed activities made possible to the students a reflection about how the images contribute significantly to the comprehension of the exposed definitions. The results demonstrated that the union between written text and image contribute significantly to the understanding of the meaning of entries. Therefore, is evidenced the importance of using the dictionaries at classroom steadily and continuously, once they are indispensable tools for the teaching-learning process of Portuguese Language, especially, reading and writing.

14
  • LIZÂNDRA MEDEIROS DOS SANTOS
  • FROM READING OF MEMORIES TO RECORDING: A READING DIARY AS AN EVALUATION TOOL

  • Leader : LUCELIO DANTAS DE AQUINO
  • MEMBRES DE LA BANQUE :
  • LUCELIO DANTAS DE AQUINO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • SEBASTIAO AUGUSTO RABELO
  • MARIA EDILEUZA DA COSTA
  • Data: 9 déc. 2019


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  • This work aims to investigate the effectiveness of literary literacy actions in the 8th grade of Elementary School II, from the use of a basic didactic sequence with the genre Literary Memories and Reading Diary, promoting, with students, situations of reading beyond the school walls. As specific objectives, we have: to analyze the application of the basic didactic sequence, with the genre Literary Memory, seeking to promote the contact of the student with the literary reading; interpret the development of literary reading practices, from the analysis of the intervention with study of Literary Memories and the use of the Reading Diary; and, perceive the development of students' reading practice, based on the records made in the Reading Diary. This research is based on issues relevant to our study, such as the concepts of Literary Literacy, anchoring us in the assumptions of Cosson (2014) and (2017), among other scholars and researches that reflect on this subject. As for the work with Literary Memories, we use award-winning memories at the 2016 Portuguese Language Olympics. Therefore, to corroborate what we discussed, we rely on the concept of Literary Memory as stated by Clara et al. (2010)). Regarding the use of the reading diary, this research is based on the postulates of Buzzo (2010) and Machado (1998). With regard to methodological aspects, this work consists of an action research that is based on the studies of Thiollent (1996); and because it is an intervention-based research, developed through a basic didactic sequence, we will bring to light what Cosson (2009) deals with. In the basic didactic sequence, we developed reading lessons from literary memories and requested reading journal entries. These served as an instrument for us to analyze the results of our action, which aimed to form critical readers. Thus, we can say that, although we did not receive as many diaries as we expected, the results achieved from our action are positive, since we realize that our students have taken a step towards criticality, reflection, and from then on, so that they have a new look at reading. We consider our intervention as an act of great importance to us and the students involved, considering that reading is not a school action, but for life.

15
  • RUTH FAUSTINO
  •  

     

     

    ARGUMENTARY TEXT IN THE CLASSROOM: A WRITING PROPOSAL WITH EDITORIALS

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ANANIAS AGOSTINHO DA SILVA
  • Data: 20 déc. 2019


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  • We know that there is still much to study and research in teaching Portuguese in order to improve didactic practice, especially in elementary school. Given this, more work is needed in the area of textual production as students have many difficulties in articulating ideas and this is evident in argumentative textual genres where we perceive little consistency of arguments to defend or refute a point of view. Given the above, our work has as its research object a study on the construction of the Editorial argumentative text, produced by students in the classroom. As a general objective, we sought to investigate the argumentative process in the construction of the editorial textual genre produced by 9th grade students. In this sense, we focus on the importance of the argumentative persuasive aspect, associated with the functional question, of the argumentative operators in the articulation of the editorial textual structure. This is because some of the argumentative operators characterize this genre, as well as the specificity of the argument, since it encompasses both verbal and / or nonverbal linguistic aspects, as well as the rhetoric that is constantly interacting. (PINTO, 2010, p. 199). However, in this research, we analyze the argumentative operators in the students' written production, such as: operators that add arguments in favor; operators who misunderstand the arguments [...] (Kock and Elias (2017), by conducting a Didactic Sequence (SD) along the lines advocated by Dolz; Noverraz; Schneuwly (2004)), noting whether there has been progress on the use of operators. Our work is justified by the need to do a research focused on textual production, specifically for the analysis of argumentative construction in magazine editorials, by students, without, however, excluding reading. In addition, this study becomes relevant because it presents one more approach to argumentation in a textual genre such as Editorial as a written production in school. As for the methodology, our research constitutes an action research, because we use as laboratory our own classroom where the teacher / researcher and the students are the participants of the scientific investigation. We base our research on the studies of some theorists of Applied Linguistics and Textual Linguistics, including Marcuschi (2005, 2008); Koch (2016); Kock and Elias (2010); Antunes (2009, 2010) of Textual Linguistics; Passarelli (2004) that deals with writing; Marcuschi (2008); Bakhtin (2003) on textual genres; Plantin (2008); Koch (2011) and Fiorin (2017) on Argumentation; and Soares (2016); Melo (1985); Souza (2006) about Editorial. Regarding the results, we could notice, after the intervention with the use of DS, that the students do not vary the argumentative operators in the written production, but vary in their argumentative function, although they demonstrate little knowledge of these linguistic marks, repeating the same operators. times throughout the text. We also realize that students misuse these language resources, compromising the argumentation of the text, as they do not correspond to the discursive meaning or semantic value of these expressions. Therefore, this research was only possible because we found ourselves in a Professional Master's Degree Program in National Network (PROFLETRAS), whose project made us look more properly at our teaching practice.

     


     

2018
Thèses
1
  • MANOEL AVELINO DA SILVA FILHO
  • TRANSFORMATION OF THE FICTIONAL ROMANCE READER OF CUSTOMS IN THE SCHOOL ENVIRONMENT
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MANOEL FREIRE RODRIGUES
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 21 mars 2018


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  • The present intervention arises from a problem: the fragility of literary texts reading in the school environment, that is, the absence of this reading in a more frequent and systematic way in the Portuguese Language classes, as well as in the daily life of students outside the school. From this observation, the need arose to create strategies and instruments that promote the effective practice of literary texts reading by students. The option was to read novels in the classroom, in the eighth year of elementary school, with the main objective of contributing to learner's reading, to literary literacy. Methodologically this work is configured as an action research (THIOLLENT, 2011), that is, a classroom intervention, whose corpus of research consists of the reading records made by students during the reading practices and the conduction and analysis by this teacher / controller. For this purpose, we used as tool the reading journal, theoretically based on Machado (1998), whose analysis provided us with data about students’ reading performance in terms of the construction of meanings, advances and difficulties in the formation of reading skills. In the course of the analysis, the studies of Soares (1999), Cosson (2006) and Maia (2007), among others, were considered to provoke in the students the pleasure of reading, presenting instruments and supports to assist them in the search process of a proficient and autonomous reading. The results built during the intervention served to observe, among other aspects, students' progress in terms of reading proficiency, as well as the relationship between literature and teaching, between reading and readers’ formation, including in this case teachers, who need  also to be proficient readers in order to be better able to act in the constitution of readers.

2
  • SANDRA DANIELE OLIVEIRA
  • LITERATURE POTIGUAR IN A CLASSROOM: UNLESSING US FOR LITERARY LETTERING

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MANOEL FREIRE RODRIGUES
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 22 mars 2018


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  • It is not recent that the concerns about reading and the lack of it in schools have been the dilemma among most Portuguese teachers. It is notorious the progressive distance from reading, especially from literary reading. The reasons are the most diverse. However, regardless of what are the reasons, it is urgent to seek and find solutions to solve the problem caused by the gaps left by the lack of literary reading in the formation of readers, which negatively influences the reading competence and appreciation of literature. Facing this issue, we will expose a methodological possibility based on action research, with the main objective of sensitizing new readers in their literary literacy. The intervention bases itself in the validation and application of the Basic Sequence of Cosson (2014) to a group of 6th grade elementary school students in a rural school in Serra de Santana, linked to the municipal school network. Twenty-five students - two with special educational needs - and the researcher as Portuguese teacher of the class participate in this investigative process. In the methodological choice, considering the nature of the studied phenomenon, we opted for the qualitative approach with ethnographic bias, using as procedures observation and oral and written activities recorded in portfolios, which contributed to a significant data collection in the attempt to answer the proposed objectives. We started by the concept of reading as a socially referenced practice present on the National Curricular Parameters (2001), Leffa (1996), Solé (1998), Soares (2001), and Kleiman (2009). We used Rio Grande do Norte State (“Potiguar”) Literature as a strategy to approach the reader with the literary text in dialogue with Todorov’s (2001) propositions on the aspects of tradition and literary continuity and Candido’s (2007) propositions on literature as humanizing. Through the activities carried out, students evidenced the understanding of the humanizing aspect of literature, in compatibility with the literary literacy effectiveness. This reveals to us that we have reached our goal.

3
  • MARIA ADELÚCIA DOS SANTOS
  • MEMORY OF WORDS: AN APPROACH TO THE PORTUGUESE LANGUAGE LEXICAL

  • Leader : MARCIO SALES SANTIAGO
  • MEMBRES DE LA BANQUE :
  • ANTONIO LUCIANO PONTES
  • MARCIO SALES SANTIAGO
  • MARIA ASSUNCAO SILVA MEDEIROS
  • Data: 11 mai 2018


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  • The lack of systematization of the lexical content approach, specifically regarding the performance of the words of African étimo in the formation of the Brazilian lexicon, in a 9th grade classroom of a public school in the state of Paraíba, led us to the following questions : how to develop a meaningful and systematized approach to the Portuguese language lexical system? And yet: what are the implications of this approach in the teaching-learning process? This has led to the need to elaborate and develop a didactic sequence that offers the possibility of working the lexicon more effectively through the dictionary entry genre. In this work, we intend to analyze the contributions of actions directed to the lexical formation of the Portuguese spoken in Brazil for the knowledge of the student. Specifically, we seek to apply writing strategies that favor the appreciation of African origin words that influenced the formation of our lexical system, enable the (re) knowledge of the lexical contribution of African base incorporated into Portuguese spoken in Brazil, elicit in the student the most broad about their linguistic identity, present the hiper dictionary genre enlarging the conception of use and purpose and propose to students the production of the genre dictionary entry. To do so, the present study is based on the following theoretical contributions: Krieger (2012, 2014), Santiago (2012) and Antunes (2012) in the studies focused on Lexicography and lexicon in the classroom; Mendonça (1972), Castro (2001, 2012), Lopes (2006), Silva (2004) as a basis for questions concerning contact between African languages and Brazilian Portuguese; Dolz and Schneuwly (2004) and Marcuschi (2008) in the guidelines on the elaboration of the didactic sequence. The methodology followed the assumptions of the action research of Thiollent (1986), Moreira; Caleffe (2006) and Fritzen (2012) from a qualitative perspective regarding the research data. In general, the results point out that a systematic and meaningful work with the lexicon in the classroom, from the hypergeneric dictionary, contributed to the students to increase the knowledge about the formation of their own linguistic identity.

4
  • MARIA DOS MILAGRES ZEFERINO UYANIK
  • POLICE ROMANCE AND THE CLASSROOM READING DIARY:

    Literary literary built from the dive in the world of Sherlock Holmes

     

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • MARIA LUCIA PESSOA SAMPAIO
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 23 mai 2018


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  • The work related to the promotion of literary reading is always relevant, given the frequent difficulties of its effectiveness in the classroom in the contemporaneity of Brazilian public schools. At the local level, this data is confirmed, verified by previous research, carried out in a group of 8th year, when detecting an excessive linkage of these students to the technological means, preordaining them to the practice of reading. Thus, this work proposes to carry out a pedagogical action in order to promote literary literacy in this series. For this, the novel was chosen as the starting point for reading the mystery novel, Sir Arthur Conan Doyle's The Hound of Baskerville, and for being its protagonist, Sherlock Holmes, although created more than a hundred years ago, present in the current context, being updated, re-read and (re) adapted to other supports, such as cinema, games and TV series, and, thus, close to the students' experiential universe. Intermediated this reading by motivating practices and the writing of reading diaries in class and classroom. It is worth mentioning that this study traverses the paths of the methodology of action research, since it returns to the community in order to soften its problems, conceiving all as co-participants in the process of building transformations and co-responsible for the advances within a community . For this, the actions are used of the expanded didactic sequences of Cosson (2009) and its theoretical-methodological conceptions, and of the reading diaries produced by the students as foment of conclusive data of possible successes. In general, the work is theoretically anchored in Sodré's (1985) and Eco (1970), Reimão's (1983) and Todorov's (1969) approaches to the discussion of mass literature in social life, to the crime novel as a genre narrative; of Cosson (2009; 2014) when dealing with literary literacy; of Bogdan & Biklen (1994) and Thiollent (1996) concerning research and action research; of Machado (1998) regarding reading journals and Rouxel et al. (2013) about the subjectivity of the reader. The results obtained are based on a greater involvement of the students with the literary reading, strengthening this literacy, perceiving itself as part of the communicative relationship with the work and with the author, since they put themselves in the participant position, either in filling the voids of the text, or the possibility of placing themselves before the text critically, as shown in the reading journals. Just as it was possible to transform reading cultures by opting spaces for reading within the school, either in the transformation of physical spaces to this, such as the reading room, and others, or even in the spaces within the class time, that is, in the lessons are not suggested but readings are made and shared, expanding to various areas of knowledge and reaching other classes at school.

5
  • FÁBIO DIAS DA SILVA
  •  

    IN THE GENDER ENTRELINES SONG: Strategies for training a proficient reader
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • VERÔNICA PALMIRA SALME DE ARAGÃO
  • Data: 28 mai 2018


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  •  

    To meet social needs and exercise their citizenship in a more reflexive and participative way, it is necessary that our student make a proficient reading of the genres that surround him. According to the results of the latest national assessments, such as Proof Brazil, students fall short of social requirements, since they decode graphic signals in an artificial manner, limiting themselves only to understanding the meanings of textual superficiality, unrelated to the most intrinsic statements, not explicit in the materiality of the text. At this juncture, we chose as a general objective of this work to investigate, as students of the 9th grade of a state school in the municipality of Caicó-RN, how the Song Genre contributes to the formation of a proficient and critical reader through activities of reading, interpretation of the various languages present in this genre. We will follow the qualitative methodological course of the data, in the area of action research, according to Thiollent (2011), guided by activities of a Didactic Sequence, provided in Schneuwly and Dolz (2004) and Costa-Hübes (2009). Already as a theoretical contribution in the study of literatures, we use writings by Soares (2012); Rojo and Moura (2012), Candido (1998) and Cosson (2014). In the studies of Antunes (2009), Kleiman (2013), Koch (2011) and (2014), Leffa (1996) and Solé (1998), we have contributed to the conception of language, reading and comprehension and the formation of critical reader. , in the context of the Textual Genre and Genre Song, we find ourselves in the reflections, respectively, by Marcuschi (2008), Maia (2007), Tatit (1987) and Costa (2002). From these theoretical and methodological references, an analysis was made of the following songs: To my heroes - Julinho Marassi, Joy, joy - Caetano Veloso, Not to mention that I did not mention the flowers - Geraldo Vandré, Coca Cola Generation - Renato Russo and Brazil - Cazuza, addressing the context of production, thematic content, compositional construction and linguistic-enunciative marks. The results of this work show that, in the Genre Song, we find elements capable of forming a proficient reader, because, besides a language rich in meanings to be formed, this genre is loaded with dreams, denunciations, social criticism, feelings, offering opportunity students to form opinions and reflect on the social conflicts of an era.

     
6
  • FRANCISCO APARECIDO DE ALMEIDA SILVA
  • ORALITY AND TEACHING OF PORTUGUESE LANGUAGE: THE GENRE SEMINAR IN CLASSROOM

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA AUGUSTA GONÇALVES DE MACEDO REINALDO
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 27 juin 2018


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  • The classroom approach to oral genres enables students to develop skills that will be useful for specific real events in different interaction situations. Therefore, this approach requires, also to what is predicted for the written modality, planning and elaboration of pedagogic activities directed to the most different genres. In this work, we aim to investigate how the students of the 9th grade use the oral genre seminar, since we have observed some difficulties in the implementation of said genre in classroom activities. As a means of providing conditions for students to overcome their difficulties, we proposed to develop actions, through a didactic sequence, in order to work this genre of the oral modality. In this direction, we are based on studies that follow sociointerational perspectives, focusing on oral genres and the teaching of these genres. Based on the studies of Dolz, Schneuwly and Noverraz (2011), Marcuschi (2005, 2015, 2016), Cavalcante e Melo (2006), Travaglia (2007, 2013), among others. We followed a qualitative research approach (BOGDAN and BIKLEN, 1994) and, with regard to type, we adopted action research (THIOLLENT, 2011). We did a work, pedagogically guided by the Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY), in order to follow the development of the students regarding the practice of the seminar genre. The corpus analyzed (the seminars produced), allowed to verify that the students presented advances in the use of the study genre, in different aspects, comparing the initial and final productions. With this result, we consider that the problems initially demonstrated by the students could be minimized by adopting a systematic teaching approach, involving the teaching of the formal oral genre in the classroom.

7
  • ALANE LÍVIA ROCHA DAS CHAGAS
  • FABULATING IN A CLASSROOM: A PROPOSAL FOR THE LITERARY LETTER

     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA SUELY DA COSTA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 18 juil. 2018


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  • This research aims to understand how the use of the fable, based on students' domain literacies, can contribute to a better receptivity of the literary text in the classroom. Methodologically, it is an action research (THIOLLENT, 2002) because we act in a real context, having a climate of collaboration between researcher and researched, in the sense of seeking solutions to the observed problem. Based on the analysis of the problem, we elaborated a teaching plan that was guided by the proposal of a didactic sequence of Schenuwly and Dolz (2004) and Cosson (2009), making use of fables of Aesop and of the multiple literacies (ROJO, 2009), musical , family, school, integrating them with the activities of reading and understanding the genre in question. In the tangent to the approach, we focus on the qualitative analysis of the data, analyzing the information, facts, without stopping the interpretation of numbers (MARTINS; THEOPHILO, 2007), being our corpus texts, videos, and photographs, which record the sequence applied. In theoretical terms, we are based on the contributions established by Cosson (2009), Kleiman (1995, 2005, 2006), Rojo (2009), Soares (2009), Terra (2014) and Bakhthin (2006). The results indicate that the students reacted positively regarding the reception of the fable in the perspective in which it was worked. It is possible to conclude that there is a need to reflect on the methodologies used in the school in accordance with the literary contents and also the effectiveness of these methods, pointing to a possibility of teaching focused on the interests of the learner, believing that this is a possible way for the best acceptance of literature as a reading, learning proposition.

     

8
  • THIAGO ESPINOLA DE MEDEIROS
  • SEQUENTIAL COHESION IN THE WRITTEN PRODUCTION OF ELEMENTARY SCHOOL STUDENTS


  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • LUCINEUDO MACHADO IRINEU
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 17 août 2018


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  • Writing, for having a relevant role in society, has been, over time, approached by scholars, in the field of Education, Applied Linguistics, Linguistics, among others, as a necessary practice for individuals to assume their roles as critical and participatory citizens. Therefore, it is necessary that the school, especially the teachers, carry out an effective work, aiming at the student to produce texts in their different modalities with which they can interact in the most different places and situations. It is common to observe that when asked to produce a certain text, the student does it with some problems, precisely, of order of cohesion. Based on these considerations, this work focuses on the textual production of these students, regarding the use of sequential cohesion elements, for constructing the meanings of the text. Thus, this research is guided by the following question: how the students of 8th grade use sequential cohesive elements in the written text they produce? For this, it was defined as a main objective to investigate how students use the connectives in textual productions in the open letter genre. They were selected as specific objectives: to identify the specificities of the genre open letter; identify the cohesive elements in the texts; to specify the semantic relations established by the cohesive elements in the text; to recognize if the elements of sequential cohesion serve the communicative purposes of texts. As a theoretical bases Koch and Elias (2010), among others, were adopted as the theoretical basis, according to Koch (2002, 2011, 2013), Marcuschi (2008), Antunes (2005, 2007, 2009, 2010). From the methodological point of view, the work favors action research, qualitative Thiolent (2012), Creswell (2010), whose proposal to meet the objectives of improving the student's textual production adopts the work with the didactic sequence, according to with the proposal of Dolz, Noverraz and Schneuwly (2004), this also served as instrumental for the generation of data. Through it, the students produced two texts, an initial version and a final version, that were compared to observe the use of the connectors, as well as the textual genre. It also provided opportunities to reflect on the entire application of the sequence, which were therefore annotated to serve as data for analysis. Regarding the results, it was observed that the didactic sequence generated the production of fourteen text pairs (initial version and final version). In the initial version, students used 247 connectors to establish the semantic relationships necessary for the purpose of the text; already, in the final production, 341 connectors were found, being 94 more connectors, thus pointing out that in the rewriting the students were able to use other connectives that they had not yet used, they varied these connectives to establish relations that they already knew when they used other connectors. In addition to this aspect, we launched a look at the open letter textual genre, it was noted that of the fourteen pairs of texts only one did not meet the specificities of the genre. Therefore, the data point to the achievement of the intended objectives, since it was observed that the students were able to expand the repertoire of connectors, besides also learned to produce the genre open letter.

9
  • JARBENE DANTAS GOMES SOARES
  • THE INFLUENCE OF SCHOOL LETTERS IN THE DEVELOPMENT OF FAMILY LEARNING PRACTICES

     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARISE ADRIANA MAMEDE GALVAO
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 21 août 2018


  • Afficher le Résumé
  • In Brazil, the importance of family participation for school success in children and adolescents has been discussed for years, however, there are few studies that discuss this issue, and there are few actions developed by schools, education departments and governments to alleviate the lack of linkage between school and family literacy practices. In view of this national panorama, we aim, through this dissertation, to evaluate the influence of a work of development with reading and writing practices for the construction and / or revitalization of the family literacy of students of a group of 8th year of public school of the municipality Of Christmas. For this, we will initially diagnose the place of literacy in the student's family domain, develop and apply a Gender Didactic Project (PDG) aimed at revitalizing literacy within families. The present research is an interventional research (THIOLLENT, 1986) and adopts the perspective of qualitative data approach (BODGAN; BIKLEN, 1994). In theoretical terms, it is based on the assumptions of Literacy Studies as a social practice (KLEIMAN, 2008; ROJO, 2009; HAMILTON, 2000 and SOARES, 2003), in papers dealing with family literacy (SANTOS, 2015, BRITO, 2016) The evaluation of the influence of a work of support to family literacy, mediated by the school, points to the practice of reading and writing practices in the daily life of families, As well as to the greater understanding on the part of the parents regarding the importance of the work implemented by the school. 

10
  • NILSON ALFREDO DA SILVA
  • POETIC CONFECTIONERY: A PROPOSAL FOR STRENGTHENING SCHOOL AND FAMILY AGENCIES
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSE LUIZ FERREIRA
  • MARIA SUELY DA COSTA
  • Data: 11 sept. 2018


  • Afficher le Résumé
  • The family has delegated to the school the whole responsibility of educating their children and it has moved away as the learner's school age increases. In this sense, this work aims to promote rapprochement between family and school through the implementation of the Didactic Project of Genres (PGD) in classes of Portuguese Language adopting as an artifact the literary genre poem. Research is action-research type (THIOLLENT, 1985) and adopts the qualitative approach of the data (BOGDAN and BIKLEN, 1994). Its development takes place under the guidance of the Didactic Project of Gender - PDG (GUIMARÃES & KERSCH, 2014). The option for an artifact of literature (reading and producing poems) is justified by the privileged place it occupies in the process of formation of the reader by contributing to the humanization of the subject itself (CANDIDO, 2011). The theoretical foundation of this research assumes as presuppositions the works that conceive of literacy as a social practice (HAMILTON, 2000, HEATH, 1982, STREET, 1984, KLEIMAN, 1995; OLIVEIRA, KLEIMAN, 2008) in productions that focus on the school-family partnership , Especially in the literature on literacy (COSSON, 2014) and the poem genre in the classroom (FRANZ, 1997; JOSÉ, 1997; , 2003). The results demonstrate the contribution of the PDG to the rapprochement of the agencies of literacy family and school, mediated by the literary genre poem. The work also reveals that the presence of the family in the school made possible the strengthening of students' reading and writing practices.

11
  • LECY LUIZ RAIMUNDO DA SILVA
  •  

     MEMORIES: A STEPPING FOR WRITING


  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA SUELY DA COSTA
  • SEBASTIAO AUGUSTO RABELO
  • Data: 11 sept. 2018


  • Afficher le Résumé
  • In a graphical society, centered in the word, the acts of reading and writing are essential skills for the insertion of individual in the systematized world of knowledge. It is perceptible the negative view of many students about textual production, showing lack of interest in writing activities, seeing it as an imposition and, practically, without satisfaction. Therefore, writing practices need to conform to the guidelines of the educational proposal, in order to provide the development of students' writing skills. In this sense, the teaching of writing used the literary memories for working with it in classrooms during the period of the Portuguese Language Olympics in which the students start from the memories of elderly people of community, interviewing and writing the memoirs in the first person, considering the stories collected. Thus, this research focused on the genre of memories from a different point of view, seeking the emotional remembrance of the students. In this way, we tried to use it as an instrument that sharpens the pleasure of writing, because when writing about a theme or something that is known, writing flows more lightly and satisfactorily. The general objective is to investigate how the genre of memories can contribute to the development of student writing skills, based on a pedagogical intervention proposal that emphasizes writing as a process of text construction, and specifically: 1) Analyze the written production process of students from the genre memories; 2) Identify linguistic and grammatical difficulties (spelling, punctuation, verbal and nominal agreement) presented in the written output in the text versions; 3) Compare the textual productions after the rewrite to observe the possible advances. The methodology followed the action research. The data were collected from the pedagogical intervention in a group of the 6th year of primary education at a school in the city of Barcelona / RN. The object of study were texts produced from didactic sequences - SD, in two situations: a) Initial Production - TI) and b) Final Production - TF). Data analysis was based on the qualitative approach. The study was based on the theoretical assumptions of Bakhtin (2002), Geraldi (2003, 1993, 1996), Kato (2003), Marcuschi (2008), Passareli (2012), Travaglia (1996), Antunes (2007), Dolz; Schneuwly (2004), Le Goff (2003) Thiolent (1996), among others. The study showed that the genre of memories can provide students with the affective remembrance of their daily lives and has become a motivating factor for students to record their own life histories. The analysis of the data revealed that, when they were encouraged to write about their own histories, they showed a greater interest in writing, as they showed greater development in the proposed activities. In this way, they recalled facts of daily life, expressed emotions and feelings lived at school, at home and in other contexts, revealing that they feel more stimulated to write, since they were not hypothetical situations of textual production, but situations the use of the language in its written form.

12
  • ALEZÂNGELA DE FÁTIMA DE JESUS BENTO
  • THE PROJECTS OF LETTERING AND THE PROCESSUAL WRITING: 
    A PROPOSAL FOR EDUCATION WITH DISCURSIVE GENDERS

     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIA DO SOCORRO OLIVEIRA
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: 2 oct. 2018


  • Afficher le Résumé
  • The Literacy Projects are characterized by emphasizing activities involving reading and writing as social practices, as well as pedagogical didactic strategies capable of promoting the articulation between the curricular contents established as a focus in the teaching-learning process to socio-historical situations and cultural aspects of the student, resiguinizando them. Therefore, the objective of this work is to analyze the contribution of this methodology to the improvement of the writing practices of students of a 7th grade class that presents a high degree of difficulty in reading and textual production activities. Theoretically, we adopted as references the contributions of Literature Studies as social practice (KLEIMAN, 1995, 2001, 2005, 2009, ROJO, MOURA, 2012; SOARES, 1998; 2003 and TFOUNI, 1995) Tinoco and Santos (2011). To support the approach of genres as artifacts in literacy events and practices, we use Bakhtin's contributions (2011); as well as the conception of writing a procedural activity based on the postulates of Passarelli (2004) .In terms of methodology, the proposed research establishes itself as an action research (THIOLLENT, 1986) and follows orientations of the qualitative approach of data (BODGAN; BIKLEN, 1982). The results point to the relevance of the implementation of the Literacy Project to improve students' performance in reading and written production of proposed discursive genres.

13
  • FERNANDA CAVALCANTE BARBOSA E SILVA
  • THE WRITTEN PRODUCTION OF ARGUMENTATIVE TEXT OF STUDENTS OF THE 9TH YEAR OF ELEMENTARY EDUCATION

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • MARIO LOURENCO DE MEDEIROS
  • MARISE ADRIANA MAMEDE GALVAO
  • ROSANGELA ALVES DOS SANTOS BERNARDINO
  • Data: 19 déc. 2018


  • Afficher le Résumé
  • Reading and writing are essential skills for school life, as regards the construction of knowledge for the development of students' autonomy with a view to the formation of subjects capable of interacting in the most diverse communicative situations. The present work has as starting point the observation of problems in the written production of argumentative texts of the students of the 9th grade of Elementary School of a public school, located in Fortaleza - CE. Thus, the questions that guided this investigation were whether the argumentative texts produced by the students presented a point of view on a certain question; if these texts revealed the use of consistent arguments for the support of the point of view and, finally, if the students used discursive-argumentative articulators in the text produced. To answer these questions, we define the general objective of this work to investigate the writing of argumentative texts produced by these students, adopting, mainly, the perspective of textual linguistics. Theoretically, this research adopted the postulates of the investigations of Koch and Elias (2017), Marcuschi (1983, 2002, 2008, 2010) on the text, besides other authors whose works discuss the argumentation and the teaching of the argumentative text, such as Platin (2008, 2011), Koch and Elias (2017), Faraco (1992) and Possenti (2017). Methodologically we opted for an action research, following a qualitative approach seeking the orientations of the works of Brandão (1990), Bogdan and Biklen (1994) and Thiollent (1998). In order to be a proposal for intervention work, the data were collected through the application of a didactic sequence, the corpus of the research being composed of the initial and final textual productions of the students. The analysis of the data in these two moments was made from the categories based on Koch and Elias (2017) and Possenti (2017), which are: the point of view and its relation with the arguments; argumentative strategies and discursive-argumentative articulators. The problems observed in the initial productions directed the pedagogical activities throughout the intervention. When comparing the textual productions of the students before and after the development of the proposal, the effectiveness of the work was realized. There was a significant improvement in the development of communicative competence. The students produced texts in which more consistent arguments were observed, positioning themselves more critically in the face of important social issues. As a conclusion, the research made it possible to deepen the identification of students' difficulties in the construction of argumentative texts as well as to observe and record their overcoming.

2017
Thèses
1
  • VERÔNICA GILCINEIDE DE ARAÚJO

  •  The discursive topic in the Portuguese language class: a proposal of intervention with the genre fable.

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • MARISE ADRIANA MAMEDE GALVAO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA ELIETE DE QUEIROZ
  • Data: 24 avr. 2017


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  • In this research we chose the discursive topic as a proposal of work, privileging specifically the study of the hierarchical organization in the text productions of students of the sixth year of a municipal school, through the fable genre. We discussed the topic as an element through which the subjects dealt with in the text relate to each other, because according to Textual Linguistics, a coherently developed text presents the connections between the parts and the whole. Considering the difficulties  presented  by our students in properly organizing the topics in the texts they produce, we established as a necessary criterion for the construction of the text, a work with the hierarchical organization. In the perspective of collaborating with the students' learning regarding the topical progression of the texts, we developed a didactic sequence, based on the guidelines of Dolz, Noverraz and Schneuwly (2004). Our work was based on the principles of an action research, following a methodology oriented to a specific action. In this direction, we aimed to minimize some problems in the order of textual production, based on the basic principles of centration and the organicity of the text. Our study followed the presuppositions of Textual Linguistics, theoretically supported by the works of Cavalcante (2012), Koch (2002, 2006), Antunes (2009), Marcuschi (2008), Jubran (2006), among others. Our analyzes and reflections revealed that, after the proposal with the didactic sequences, the students produced written texts with noticeable advances in the aspect of the topical hierarchy, fact that evidenced the improvement in their understanding of the importance of writing, relating the ideas to each other, showing coherence between the units of meaning in the text. As a result of this work, the students presented as final product, a booklet made up of original fables of their authorship.

2
  • FABIANO MOREIRA DE OLIVEIRA
  • THE REFERENCE IN THE CLASSROOM OF FUNDAMENTAL TEACHING: AN INTERVENTION PROPOSAL

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • MARIA ELIETE DE QUEIROZ
  • Data: 28 juil. 2017


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  •  

    In this research we approach the reference as a mechanism of construction of meaning in the text. In Thus, we start from the observation that the students of the 9th year of elementary school shows difficulties in their texts regarding the use of referencing mechanisms, implying not always the clarity for the reader about the identification of discursive objects in the development of the requested textual productions In the classroom. In this way, our objective is to investigate this phenomenon through the textual genre "opinion article", being possible to identify  the problems revealed  in the use of the reference and to guide a work of textual production with focus on these occurrences. For that, our research adopted as theoretical postulates the considerations of authors whose approach follows the textual / interactive perspectives concerning the referential phenomena as discursive practices resulting from the articulation between language and reality. Among these authors on which we base, we highlight Mondada and Dubois (2003), Koch (1992,1997, 1998, 2005, 2006, 2014), Travaglia (1992), Marcuschi (2005), Cavalcante (2011,2012,2013,2014 ), Val (1999), Antunes (2005), which treat the mechanisms of reference from the knowledge built in the author-reader interaction and text. Thus, we defined a qualitative research approach, specifying the action-research, since we proposed an intervention as a way of approaching the problem of students' written textual production. The texts analyzed in the initial production provided our orientation through pedagogical activities oriented to the reference and its strategies, so that the students could better understand the importance of this as a discursive activity and of choices according to the meaning intended in the text. During the classroom work and through the analysis of the texts produced by the students, in the opinion article genre, we observed that they presented a significant advance regarding the investigated question, after the intervention with the intention of minimizing the problems in the written production

3
  • JAÇANAN DE SOUZA TELES
  • TEACHING OF PORTUGUESE LANGUAGE AND LANGUAGE VARIATION: A PROPOSAL FOR INTERVENTION WITH CORDEL GENDER
  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA ELIETE DE QUEIROZ
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 28 juil. 2017


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  •  

     The realization of this work raises a reflection on the Teaching of Portuguese Language and the approach of linguistic varieties in the school context. Most teachers find it difficult to approach the subject, limiting themselves to taking to the classroom texts that approach variation in a rewriting perspective in which the student is asked only to transpose into the formal language based on normative grammars. However, they are aware of the importance of the theme that represents and values the language in its diversity, being a valuable tool to fight against all forms of discrimination and social exclusion through language. The study is an action research with 9th grade students of a public school, whose objective is to investigate how they understand linguistic variation as an element of (re) knowledge and valorization of language heterogeneity and overcoming the Linguistic prejudice, given that the purpose of Portuguese language teaching is to develop students' linguistic competence, allowing them to coexist with the multiplicity of language variables. In this sense, we start from systematized activities in the form of Didactic Sequences, using the textual genre cordel, based on the guidelines contained in the National Curricular Parameters, also in the contributions of theorists such as Preti (1974); Bakhtin (1997, 2011), Bagno (1997, 1999, 2002, 2007); Mollica (2012) Bortoni-Ricardo (2004, 2005); Antunes (2012), Schneuwly; Dolz (2004), Cagliari (2001), among others. The results revealed that the students reflected on the uses of the mother tongue, understood that there is a multiplicity of language variation and that a re-signification of linguistic prejudice is necessary

4
  • GERLÚCIO MEDEIROS DE ARAÚJO
  • THE TEXTBOOK"PORTUGUÊS LINGUAGEM" AND THE TEACHING OF GRAMMAR: AN ANALYSIS ABOUT ADVERBIAL SUBORDINATE PRAYER

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • GILTON SAMPAIO DE SOUSA
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIO LOURENCO DE MEDEIROS
  • Data: 31 juil. 2017


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  • The present work aims to investigate the approaches of grammar teaching present in exercises of the Português Linguagem textbook, 9th grade, Elementary School II. The teaching of grammar in school has been an object of interest to many language scholars and teachers. This work, based on the observation of difficulties found in the teaching practice of Portuguese language, intends to make some reflections about the parameters of grammar teaching via textbook, specifically in the 9th grade class of Elementary School II of a public school in the  Ipueira - RN. In the present study, we will observe the contributions and implications of the Português Linguagem textbook for grammar teaching and, based on concrete data, compare such collaborations with the guidelines present in the National Curricular Parameters, National Guidelines and contributions of theorists such as Antunes 2003), Neves (2003) Possenti (1996), Traváglia (2009), Bagno (2001) and others. Essentially, the concepts, importance and application of grammar in Portuguese language classes. The work proposes, therefore, to make an investigation and, later, an intervention in the teaching of grammar, taking as an example the clauses subordinated adverbais, explaining the proposal in the textbook approached. It also seeks to discuss the relevance of reflective work with grammar in the classroom. Intends to, for both,, to analyze which perspectives and practices were incorporated by the didactic book in that concerns the teaching of the grammar of the mother tongue and which paths to follow a teaching that prioritizes a language’s dynamic, working the grammatical categories as elements that Support the signification of statements in concrete situations of use. So,in the fisrt moment, the study proposes to analyze the Português Linguagem textbook to explain the proposed teaching of grammatical categories present and extend it from a didactic sequence, showing not only the limits of the textbook, but also It is indispensable to interfere with the teacher in the complementation of such proposals, aiming at overcoming gaps in the existing ones.

5
  • ISMAEL ANDRÉ DOS SANTOS SILVA
  • DIGITAL LITERACY PRACTICES:

    OUR SAYING OF EVERY DAY IN THE WEB DOMAINS

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • ANA MARIA DE OLIVEIRA PAZ
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 31 juil. 2017


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  • In the 21st century, in which we live the technological and digital age, the school as a trainer of individuals capable of fully exercising their citizenship, must incorporate new habits, behaviors and demands, managing and propagating changes in new practices of knowledge construction, providing a learning differently, mainly, regarding the use of the technologies present in the daily life of the students. In this perspective, we will focus in this action research, through didactic sequences the setting, instruction and use of artifacts linked or not to the internet as a means for the construction of the chronic textual genre, aiming at the development of a competent and proficient writing of students of the 9th grade of Elementary School in a public institution. The research is based on scholars such as Kleiman (1998), Soares (2000), Xavier (2002) Valentini and Soares (2011), Levy (1999), Zabala (1998), Schneuwly, Dolz and Noverraz (2004). We will start from the condition of diagnosing the level of aptitude of the students regarding the use of the devices connected or not to the internet, as well as how the information obtained from the digital world is used to acquire school knowledge. We will also work on the chronic textual genre as a basis for developing students’ writing skills, as well as the production of a blog as the final result to be obtained, where the students' production is recorded and disseminated, making each student understand the importance of Instrumentalization and the use of its writing as a social and transformative practice through the technological resources of the present time.

     

6
  • MARIA APARECIDA TIAGO DE MELO
  •  

     

    MEETING WITH READERS: AN INTERVENTION PROPOSAL FOR FUNDAMENTAL EDUCATION
  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • GILTON SAMPAIO DE SOUSA
  • Data: 31 juil. 2017


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  •  

    The phrase "I do not like to read" by the students, while it is distressing, is also challenging for the teacher, especially the Portuguese Language, given that he is constantly hit by charges to provide children and adolescents A stimulating conviviality with the reading, and allows the amplification of the reading of the world and the reading of the word. This lack of interest in reading often happens because they do not know how to read in their fullness, only performing a superficial reading in which they decode the letters present in the text, but do not interpret it, they do not see what is implied in the lines. This attitude is generated, among many reasons, by the fact that many students do not have systematic contact with quality reading and with adult readers who encourage them. The school then becomes the only vehicle for the interaction of these students with texts, and it offers an opportunity for the development of reading activities in which the diversity of texts is contemplated, as well as the preparation of proficient readers and Readings that contribute to the training of competent readers. It is also understood by a competent reader who, on his own initiative, selects, according to his needs and interests, what to read among the various types of texts that circulate socially. Starting from this challenge caused by this dislike of reading that generates the difficulty presented by the students in accomplishing a proficient reading and thus reaching the critical-reflexive reading is that we propose, in this work, to reflect on the teaching of reading and to present a proposal of pedagogical intervention Based on the reading and interpretation of literary books of different genres, performing the dynamic presentation of these books as a strategy for the development of reading and comprehension skills. To this end, a series of book titles will be presented to the students of the 9th grade of a state public school in the municipality of CurraisNovos / RN, which are cataloged in the school library and in the NGO "Casarão de Poesia". In this perspective, we will develop an action research, whose general objective is to develop students' reading competence so that they can read proficiently, interpret and dialogue with read texts. We base our investigation on the theoretical contributions of Kleiman (1989, 1996), Martins (2006), Solé (2012), Liberato; Fulgêncio (2012), Schneuwly; Dolz (2004), Guimarães (2007), Cosson (2009), Cavalcante (2010), Elias; Koch (2012), Marcuschi (2005), besides the guidelines contained in the current educational proposal expressed in the National Curricular Parameters. In this way, we hope to contribute to the significant learning of reading and reading comprehension, forming proficient readers.

     

     

     

7
  • JAILSON LUCENA DANTAS
  • THE SCHOOL-ORIENTED RESEARCH: A PRACTICE OF INFORMAL LITERACY IN A CLASS OF 8TH YEAR OF FUNDAMENTAL EDUCATION

     
  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • ANA MARIA DE OLIVEIRA PAZ
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 31 juil. 2017


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  • We live in a society in which there is wide availability of information, especially due to the advent and popularization of digital tecnologies from the last decades. But has the school prepared its students to know how to deal with this range of informational resouces available in a safe and autonomous way? Although the PCNs have already point out that this would be one of the school’s responsability, we realized that it has not yet fully complied this function, since the students present many difficulties in relation to the search and use of information. In this context, we plan to promote a didactic intervention in an 8th grade class from the EMEF Ana Maria Gomes, Picuí-PB, in order to analyze, from the development of information literacy practices, an improvement of student performance in terms of search, selection, mapping, evaluation and uses of the information and its contribution for a writting production in different literacy events. To base our research we transit through concepts of literacy (KLEIMAN, 1995; ROJO, 2009) and informational literacy (CAMPELLO, 2009). We will develop the intervention having as guidance the action-research because it involves a practical matter and its improvement, as well as a reflexion on this practice. We will still make a qualitative approach of the data emanated from the research which will be developed through didactic sequencies in which the students will develop skills for the accomplishment of the targeted research and for the improvement in dealing with informational resources in general.

8
  • LIANEIDE MAYARA BEZERRA ARAUJO
  • A JOURNEY ON TWO WHEELS: FROM ANGOLA TO THE CLASSROOM
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • DERIVALDO DOS SANTOS
  • FRANCISCA ZULEIDE DUARTE DE SOUZA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 14 déc. 2017


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  • The bicycle with mustaches, a novel by Angolan writer Ndalu de Almeida, better known as Ondjaki, tells the story of the city of Luanda in the post-war period through the childhood memories of street children. This story serves as a background for the accomplishment of the basic sequence - according to Cosson's conceptions (2014) - developed with the students of the 7th grade of a primary school in the municipal public school of Serra Caiada / RN. The objective of this work is to investigate how Portuguese-speaking African literatures can contribute to the implementation of Law 10.639 / 2003, which establishes the teaching of Afro-Brazilian and African history and culture in all educational establishments. The problem was chosen based on the fact that although more than a decade has passed since its enactment, there are few educational institutions where this law is actually implemented. The methodology used in this work is qualified as action research - according to the propositions of Thiollent (2011) - considering that this is characterized by the participation of the students involved in the research and, mainly, by solving a problem in a collaborative way. As a theoretical reference, we use the concepts of Cavalleiro (2001), Munanga (2005 and 2012) and Praxedes and Praxedes (2014), authors who discuss, among other things, the importance of education for ethnic-racial relations and the implementation of Law 10.639 / 2003. Its relevance is to discuss this important issue for teachers and students and to cooperate with the reflections in the classroom, in an inclusive perspective, minimizing the effects of racism, discrimination and prejudice in school.

2016
Thèses
1
  • MARIA MARLENE DOS SANTOS VIANA DA SILVA
  • FACEBOOK: A TECHNOLOGICAL SUPPORT FOR EDUCATION TEACHING

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARISE ADRIANA MAMEDE GALVAO
  • MARIA ELIETE DE QUEIROZ
  • Data: 30 mai 2016


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  • In the last decades, the researches that involve the teaching of reading have presented few satisfactory results, since the school is failing in its function to train readers. All of this is due to the fact that the students have shown a high degree of demotivation when faced with the activities of reading, besides being inserted in a society in which the technology that surrounds and motivates them predominates. In this way, technological advances end up generating a relationship of dependence and necessity of use, causing people to look for technologies as a kind of survival. From this perspective, we carried out a pedagogical intervention on reading teaching, using as a tool the "Facebook, considering that the use of this technological apparatus is already part of the students' daily life. In this way, we believe that this didactic resource will serve to stimulate them to read, thus creating a constant habit in the daily life and school of the student. In order to do so, we have chosen as objective to propose concrete conditions for the use of Facebook, presenting the multi-modal discursive genres that circulate in this virtual environment, motivating the students to read from something that is of their interest. The research is inserted in Applied Linguistics, focusing on the teaching of reading in a dialogic / interactive conception of language, in multi-modal discursive genres, in multimodality, in digital literacy, in hypertexts and in Information and Communication Technologies, taking into account reading as A social practice. It was used as reference the PCN (1998), Solé (1998), Koch (2009, 2013), Dionísio (2005), Kress and Van Leeuwen (2004), Garcez (2001), Silva (1992), Kleiman ), Marcuschi and Xavier (2004), Ribeiro (2013), Silva (2004), Nutall (2003), Grellet (1981), Aebersold and Field (1997), Bakhtin (2011), Marcuschi (2001, 2008) and others. Methodologically, we find support in some principles of action research, considering that it fits the purpose of carrying out an intervention, whose objective is to minimize the difficulties that interfere in the development of students' reading capacity..

     

2
  • MARIA DE FÁTIMA PEREIRA DE MORAIS
  • WINGS BOY - READING PROPOSAL IN CLASSROOM
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • SEBASTIAO AUGUSTO RABELO
  • CRIGINA CIBELLE PEREIRA
  • Data: 26 oct. 2016


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  • This academic work reflects on the school as the main body of literary literacy juvenile, emphasizing the teacher as an agent for the formation of readers of literary works. Also, it aims to expose a methodological alternative guided in understanding strategies reader proposals in three stages (before, during and after the reading). For this, we based Solé (1998), in line with the basic and expanded sequences presented by Cosson (2009), intending thus a significant learning for children and young readers. The qualitative methodological approach that guides this academic study's principle action research, an alternative research with a participatory style, whose main feature is the intervention. In this sense, we present a pedagogical mediation that will be proposed from the discursive reading The Wings Boy (1993), Homer man, in order to take part of the Potiguar Literature for the classroom. So understanding that reading is a way of building activity and interaction reader-text-author, the intervention proposed here is in the dialogical perspective of language and active responsive understanding Bakhtin (1990/2006). This text is composed of four chapters: The Introduction; Literature for children and youth in Brazil (historic route); The classroom as literary literacy space (the space of childhood narrative; The children and Youth Literature Reader) and Giving Wings to the Imagination (environmental description of intervention and teachers) and the didactic sequence project "taking flight with Boy Asa: a Proposal for a literary Enchantment "- and after, step by step, the steps experienced at school. All actions planned and conducted academic research that allowed the student a meaningful experience with the literature, for some the first when it comes to romance. As guidelines that guided this interventionist nature of research, we have the PCN elementary school and the theoretical framework set from the contributions of SOLÉ (1998), PENAC (1993), ZILBERMAN (2003), SOARES (2005), COSSON ( 2009), PCN (1997-2000), SOLÉ (1998), Candide (1995), BAKHITIN (1990-1996) Colomer (2007), among others.

3
  • ANTÔNIO JOEL DA SILVA COSTA
  •  
     
     
     
    WRITTEN SPELL: AN INTERVENTION PROPOSAL FOR ELEMENTARY SCHOOL II
  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • ANTONIO LUCIANO PONTES
  • MARCIO SALES SANTIAGO
  • MARIA ASSUNCAO SILVA MEDEIROS
  • Data: 1 nov. 2016


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  • The spelling of the Portuguese language is an important social aspect aimed at the standardization of writing, therefore, easier to read and improve communication between users. Also, master the standard of our language allows the speaker to be on equal terms in social interrelations of writing written. For this importance given to spelling, it is that we defend the idea that the user must master well this writing model agreed and most prestigious in our society. Thus, it is the role of school offer students situations, allowing them approach the most of the spelling of the Portuguese language, a task not so easy, because the mechanisms governing the writing of our language are many orders, a fact that ends up generating a lot of mistakes spelling. These writing problems are very common in the early years of schooling, but we have observed, the experience as a teacher of mother tongue and testimonials from other peers, repeated by scholars in the field, it is that these errors extend beyond early elementary school years. Therefore, we turn our attention to these misspellings in which we try to understand what were the greatest impact, what its main causes, what criteria could be used to identify them and what we could do as teachers of Portuguese, so that our students would exceed or downplayed these orthographic writing problems. For this, we diagnose spelling mistakes made by students of the 7th grade of elementary school of a school of public state of Currais teaching New - RN. We use a methodology that would comprise quantitative to qualitative aspects; the first give us error totals account made by the students which were obtained by collecting spontaneous texts to accomplish the initial diagnosis of the class based on an analysis of parameters model assembled from theorists such as Mitchell (2006), Cagliari ( 2009), Zorzi (1998) and Oliveira; since the latter refer to the analysis and discussion of these data as well as the teaching and learning proposals elucidated in intervention activities that were developed during the action research. The results analyzed demonstrated a high incidence of errors in the oral mark in writing, because most of the class writes with some interference of speech in its spelling, even creating other classification criteria it was possible to realize that the major obstacle in orthographic writing of students is direct support to orality, they still believe that the spelling of our language is completely phonetic writing, which is not true as there are numerous other factors related to the organization of the spelling of the Portuguese language. It was also possible to see that uncorrected errors in the previous series will advance to the following series, which demonstrates the need for intervention activities with the students as they alone can not overcome these errors. The results of the intervention proposals for some misspellings, since it was not possible to apply to all the criteria that we list in our model were effective for students because responded well to the activities and substantially improved its orthographic written, which shows the importance of a reflective work with the spelling. Thus, we hope that our work can contribute to the spelling teaching, helping students and Portuguese teachers in the pursuit of minimizing or even overcoming spell spelling errors.

     

    Keywords: Spelling. Spelling errors. Teaching. Intervention.

4
  • CLAUDIA JACINTO DE MEDEIROS SANTOS
  • Popular literature classroom room: methodology for education literary reading
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • MARIA ELIZA DE FREITAS NASCIMENTO
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 1 nov. 2016


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  • This paper presents a literary reading teaching proposal in the classroom of a class of the sixth year of elementary school. The study aimed to verify the relevance of the use of the line of the poem as a strategy to cause the improvement of reader training of students. Whereas the language of popular poetry coexists with other forms of poetic saying, as the scholar for example. This experience is instigator, perfect for that to happen the literary literacy of students. There are also reading learning contexts where it is denied students the dialogue with the literary in a pleasant and playful way. This negatively affects your reader behavior, leading to disinterest and the lack of literature. Leading to a disability framework for reading comprehension, specifically the language of popular literature. From this problem the research was developed under the methodological format of action research Thiollent (2011). In the intervention activities were developed through reading workshops, suggested by literary literacy studies of Cosson (2007), also had the theoretical contributions coming from Candido (1995) when he states on the right to cultural property, literature, as this humanizes. To address the line of the poem studies. Pinheiro (1995) and pine and Navy (2012); and, if sought in Moses (2012) the reference to treat poetry and its enchantment in the classroom; dealing with reading and teaching Zilberman (2008); and, on the popular literature sought to readings Luyten. Basically these were the theoretical references that served to support the reflections and questions arising in the action research process. In this research the teacher and researcher was also participating along with their students in search of the solution or answer to the problem. The results of this action surveyed pointed to the effectiveness and relevance of the use of developed reading workshops, as these signaled positively to the approach, understanding and enjoyment of the text of literary language, poetic and popular roots.

5
  • MARCELA GRAZIELLY ROCHA
  • Sweepinh the chest in the classroom: the tenacity of the daily life on the work of Cidinha da Silva

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • DERIVALDO DOS SANTOS
  • MANOEL FREIRE RODRIGUES
  • Data: 18 nov. 2016


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  • The Afro-Brazilian literature is gaining more space in academic setting, but very little reaches the students of elementary school. Based on the Law 10639/03, which includes the obligation of study of Afro-Brazilian and African history and culture, the school needs to offer students its reflexions as component and creator of Brazilian society, appreciating the role of the Afro-Brazilian folk as a creator individual of the history of our nation, because what has been taught in schools is that the history of Africa is limited to the history of slavery and enslaved people. The Afro-Brazilian literature worked on the classroom did not break up with the classic esthetics patterns and neither with the Brazilian tradition yet. Thus, I present a proposal to work with an African descendant authoress: Cidinha da Silva, a writer from Minas Gerais, who appears inside the current literary scene, working with the Afro-Brazilian Literature, a marginal literature to the canon, which deals with themes related to the Negritude concept, racial prejudice, African Brazilian culture, religion of African origin, behavior and music in a natural and flowing way, and that reaches the juvenile public with their stories, tales, chronicles where we can recognize ourselves within the plot, in characters and even in the actions of the daily life. This paper proposes a focused instructional sequence for reading and writing of the genre of chronicle, more specifically the composition Baú de miudezas, sol e chuva (2014) which has as an objective to approach the teaching and learning process of students from elementary school of public education as from a cultural appreciation and awareness of their identity and role in the world. This research presents a didactic and pedagogical focus, based on PCN’s, on the Law 10.639/03, on Candido (2010, 1998, 1995), Cosson (2009), Freire (1987) and Munanga (2009, 2000).

6
  • GILBERTO CARDOSO DOS SANTOS
  • REGIONAL POETIC READINGS IN THE CLASSROOM
  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • SEBASTIAO AUGUSTO RABELO
  • MANOEL FREIRE RODRIGUES
  • Data: 18 nov. 2016


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  • This paper aims to propose a reading that counteracts the own cultural homogenization process of globalization, from the appreciation of linguistic and cultural differences at school. It argues that the school should encourage the preservation of the literary manifestations of where students live. To this end, we analyzed the work of two poets whose productions potiguares show commitment to its regional roots: Hélio Crisanto, popular poet, and Jorge Fernandes, erudite poet. Action research (THIOLLENT, 2011) was used as a strategy carried out in a class of 9th grade of elementary school, to encourage them to understand that our Portuguese presents variations in their speech system and writing and thus, we can understand how is these variations from the literary text. In this work, we follow theoretical directions outlined by ARAUJO (1997), CANDIDO (2013), BAGNO (2007), GURGEL (2001), Pennac (1992), Freyre (1996), SOLÉ (1998), COMPAGNON (2009), Moses ( 2007), COSSON (2014), LAJOLO (1994), among others to develop the required didactic sequences for achieving our goals. The results obtained after the intervention successful, resulted in a booklet produced by the students, the result of a study trip to the Rural Museum Auta Bezerra Pinheiro, Santa Cruz (RN), containing entries and photographs of regional parts.

7
  • RENO RODRIGUES
  • THE JOURNALISTIC TEXT IN THE CLASSROOM: READING AND CHARGES OF UNDERSTANDING

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • MARISE ADRIANA MAMEDE GALVAO
  • MARIA ELIZA DE FREITAS NASCIMENTO
  • Data: 23 nov. 2016


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  • The genres of journalistic sphere have a great social relevance and their circulation is quite broadly, including within other discursive domains, as in school. Even the National Curriculum Parameters (PCN) Portuguese Language recommend a job with argumentative genres of this outstanding ball to who your domain is of fundamental importance for the effective integration in social media. Thus, our research has developed a didactic action in a class of elementary school II from the genre charge. For this, we use the following didactic model proposed by Schneuwly and Dolz (2013). The choice of this genre as an object of study came from the students themselves participants in this study, that after the application of a questionnaire. In our view, the genre charge meets the purposes of this study, since it is a multimodal utterance, whose hybrid and attractive language commonly instigates the reader's imagination and also because it is an argumentative character gender, whose reading can expand critical capacity of the student. Thus, we aim to propose reading strategies that enable students to effective understanding of the genre charge. The corpus of this research relates to a reasonable universe of cartoons of cartoonist Rodrigo Machado Brum, which were worked in workshops and reading comprehension as well as served as anchor to associate the theoretical framework adopted in this research. Our work is included in the subject area of Applied Linguistics and the methodological approach adopted is based on a qualitative, interpretive research, focusing on action research, in which we apply to the students a Didactic Sequence (SD). By developing the modules SD adopted as reference some of the elements proposed by Antunes (2013) to work with the text in relation to its global aspects such as the reference population, the semantic unit (subject), the communicative purpose, the newsworthiness and relations with other texts. One of our research questions brought reflection on the difficulty reader that our students have the front genres made by multimodality. However, I work with gender charge provided participants with some benefits, although still incipient, regarding the development of their critical reading skills on the text consists of more than one mode of representation.

     

8
  • JOSEFA CLEIDE ARAÚJO DE ALMEIDA
  • Opinion article, Argumentative operators, Didactic sequence.

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIO LOURENCO DE MEDEIROS
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ROSANGELA ALVES DOS SANTOS BERNARDINO
  • Data: 1 déc. 2016


  • Afficher le Résumé
  • Written language is one of the channels by which the individual relates to and interacts with the world, therefore, his/her domain of the language is one of the conditions for the effective exercise of citizenship. The good management of writing, in the condition of interactive activity, requires mobilization of various knowledges, use of linguistic strategies and procedures involved in the construction of the meanings of the text. In our teaching practice, however, we perceive the students' deficiency regarding the use of argumentative operators in the production of their texts. Inadequate employment, repetitions of the same operator, and even absences from these fundamental elements to link the statements in the text were perceived as recurring difficulties. The present study presents a proposal of pedagogical intervention aimed at improving the writing skills of the 9th grade students of a public school in the city of Parnamirim/RN. Aiming to enable these students to better articulate their arguments when producing texts of the genre opinion article, we worked with the argumentative operators. These are indispensable elements to the good argumentation, since they guide the interlocutor towards a certain conclusion, directing, in this way, to the point of view defended by the enunciator. In order to understand and thus to interfere in the use of argumentative operators, in the opinion articles produced by the students, we carried out an action research, of a qualitative nature, applying the method didactic sequence, proposed by Dolz, Noverraz e Schneuwly (2004). Such method allowed us to work with students the use of argumentative operators in real communication situations, as recommended by the National Curricular Parameters for Portuguese Language Teaching. For this, we chose the production of opinion articles, for it is a predominantly argumentative textual genre, so that students perceive the pertinence of those elements and their effectiveness in the discourse and, therefore, could use them with greater property when defending a certain point of view. For that, we dialogued with theoretical contributions of the Textual Linguistics and Argumentative Semantics. We fundamented in Ducrot (1977), which uses the basic notions of argumentative scale and class to explain the operation of these operators in the texts; in the studies of the discourse and analysis of texts of Koch (2011), defender that every act of language is an act, somehow, argumentative; in Marcuschi (2008), who postulates a language centered on the perspective of socio-interaction and sociocognition; in the dialogism of Bakhtin (2003) for whom all texts are produced in a specific communicative context and materialize in a certain genre; as well as in Antunes (2010), among other authors. We noticed, at the end of this action research, that the use of argumentative operators in the opinion articles produced by our students began to better serve the communicative purposes, since that once employed in a more articulated way, they showed a better appropriation of these linguistic elements and their effective employment, giving to the discursive relations, manifested in the textual tessitura, a more coherent argumentation and, therefore, with greater convincing power.

9
  • FRANCINALDO APRIGIO DOS SANTOS
  • A READING PROPOSAL WITH THE CHRONIC TEXTUAL GENDER IN PORTUGUESE LANGUAGE TEACHING

     

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • LUCELIO DANTAS DE AQUINO
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 13 déc. 2016


  • Afficher le Résumé
  • This work presents a proposal of pedagogical intervention elaborated with the intention of encouraging the students of Elementary School II (EF-II), specifically, of the 9th grade, to appreciate the reading and to speak about it, since the majority of them, in this stage Of Basic Education, does not like to read and, consequently, presents difficulty in understanding and producing texts. In this way, the research seeks to elaborate some interventions in order to minimize this problem with the application of pedagogical strategies directed to reading through Didactic Sequences (SD), using as methodological resources some textual genres, giving a greater focus to the chronic genre, since The National Curriculum Parameters (PCN) of Portuguese Language (2001) suggest a work with privileged literary genres for the practice of reading and writing texts. In this perspective, the present study has, as a general objective, to reflect on the difficulties of reading and comprehension of texts by EF-II students, besides investigating how the chronic textual genre can favor the development of student reading competence through activities. For this, we are based on theoretical references directed to the reading and production of the text in Koch (2009), which focuses on the importance of author-text-reader interaction and Antunes (2009), among others that emphasize textual genres as point of the mother tongue and the acquisition of the process of reading and understanding texts; Bakhtin (1997) and Marcuschi (2008) on genders in social interaction; Dolz and Schneuwly (2004) who defend a proposal of teaching-learning centered in the textual genres, considering the language an instrument of knowledge construction. Still, we can mention Solé (1998) who affirms that it is possible to use several reading strategies in the classroom, making it an essential resource for the acquisition of knowledge. Regarding the methodology, our research is inserted in a qualitative approach, based on the theory of Triviños (1987) that see this type of research as a process that develops in dynamic interaction, constantly reformulating. It was from this reformulation that we came to the construction of a book entitled Chronicles of the world (in) real: the quotidian in the literary narrative from the productions written by the students. This product was not foreseen at the beginning of this dissertation, but outlined between teacher and students in the Portuguese Language classroom, through workshops involving SD. In this sense, we conclude that it is necessary to devise pedagogical strategies and interventions that focus the textual genres within the conception of language as an interactional activity of both linguistic and sociocognitive character. In addition, the practice of teaching Portuguese Language, with textual genres, specifically, the chronicle as a literary narrative, can be a facilitator for the improvement of reading and comprehension, since it is possible to increase the student's knowledge in relation to Structural, linguistic and sociodiscursive characteristics of certain genres. As well, it provides the learner to reflect on the adequacy of language elements to the text, the production situation, and the functionality of a specific gender as a social and communicative practice.

10
  • MARIA ALMAIZA DE MEDEIROS LEÔNCIO
  • DIGITAL LITERACY IN FUNDAMENTAL TEACHING II: READING STRATEGIES WITH THE USE OF HYPERTEXT

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • LUCELIO DANTAS DE AQUINO
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 13 déc. 2016


  • Afficher le Résumé
  • Access to new information and communication technologies, especially the internet, is now a tool that contributes to the development of reading and writing. With the introduction of digital culture as a pedagogical practice, students are led to use the internet as a support for teaching / learning content, which challenges them to read more and more through hypertexts. Therefore, our objective was to analyze the performance of the students of a class of the 9th grade of elementary school regarding reading on screen. For this, we elaborated a proposal of intervention that directed the development of the abilities of reading and understanding of the hypertext in the digital context. In the methodological field, the work was anchored in a qualitative approach, whose generative principle is structured in an action research. We justify this work because when we bring to the classroom hypertextual literacy practices, we will be guiding students to build skills and abilities that will be useful for life, as well as for the formation of critical citizens and thus able to correspond With which modern society expects. As theoretical assumptions, we used the works of Levy (1993), Xavier (2002), Cascarelli (2012), Braga (2013), Gomes (2011), among others. To support the reading work, the strategies set forth by Solé (2010) were used. We hope, therefore, that this work can help the school to see the hypertextual tools as a resource that shows other possibilities of learning and knowledge. That this practice, too, should not be limited only to the teaching of Portuguese Language, but that the work with hypertext be understood as a practice to promote digital literacy in the school context. As a result, we hope that the work with hypertext can occupy a significant space in the students' learning and that allows them to enjoy this written modality without losing their freedom as to the uses of the links that lead to differentiated paths. Hypertext has played a prominent role in today's society, therefore, it becomes a relevant support for proficient readers in multiple literatures, including digital literacy.

11
  • LUZIA ANÁLIA DE ARAÚJO
  • The literary text as a support for learning  the witten language.

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSE CEZINALDO ROCHA BESSA
  • Data: 16 déc. 2016


  • Afficher le Résumé
  • The Portuguese language teaching has been constituted as the most urgent difficulty to be overcome, within the educational educational action; And this observation is made evident by the large number of elementary students who have serious problems of reading and, consequently, of writing. The facts presented appear as a symptom of a form of teaching that is more committed to standardized content in the institutionalized curriculum than to the construction of a bridge between the content of the work and the life experiences; Without which effective learning will not occur. In the face of these difficulties, we set out to propose the literary reading of poems and short stories to favor the articulation of linguistic and literary knowledge and, thus, to bring apprentices closer to the richness emanating from those texts; Generating opportunities to minimize the limitations of good writing. Our investigation is an action research, in which we seek, from a pedagogical intervention, to develop writing activities in the perspective of the standard norm of the language linked to the reading of literary works. In order to achieve the research purpose, we support authors of the areas of Portuguese Language and Literature, namely: Cosson (2006), Flôres (2001), Kato (1995), Kleiman (1995), Matêncio (1998), Antunes 2011), Figueiredo (2005) Koch and Elias (2010), Azevedo (2012), Passarelli (2004), Schneuwly and Dolz (2004), among others. The results revealed that the didactic actions undertaken to develop students' writing skills from the reading of texts of the literary genre were shown to be relevant in favor of learning to write in the standard language modality.

     

12
  • CLEIDIANE BRAGA LIMA
  • ANALYSIS OF WORK "o cortiço" UNDER THE PERSPECTIVE OF AESTHETICS OF RECEPTION APPLIED TO STUDENTS OF THE 9TH YEAR OF FUNDAMENTAL EDUCATION

  • Leader : MARCIO RENATO PINHEIRO DA SILVA
  • MEMBRES DE LA BANQUE :
  • MARCIO RENATO PINHEIRO DA SILVA
  • SEBASTIAO AUGUSTO RABELO
  • MANOEL FREIRE RODRIGUES
  • Data: 16 déc. 2016


  • Afficher le Résumé
  • When we think of the experience of reading, the literary work would be the artifact that is offered to the consciousness of a reader, the literary text shouldn't be a reality independent of that consciousness, which feels and perceives the meanings in a particular, continuous, imposed by other people's delimitations. The literary work needs its reader to traverse different epochs and contexts and exist, in fact. To make the author lose the sensory unity and allow the text the freedom necessary to detach itself from the structuralist and formalist precepts which - because they attributed exclusively to their own textuality the interpretative responsibility of a work, didn't privilege the reader in this relation - is the presupposition Raised by the aesthetics of the reception, contemporary current of the theory of literature, chosen to guide this proposal of intervention. The proposal of this dissertation is centered in using the reception aesthetics, applied through a didactic sequence idealized by Cosson (2009) next to a class of the 9th year of elementary education in a school in the city of Fortaleza, Ceará. We aim to value the active role of the student / reader in the analysis and interpretation of a fundamental work of Brazilian literature that is O Cortiço, by Aluísio Azevedo. It is an action research, with the approach of qualitative data proposed by Bogdan and Biklen (1991). The theoretical basis is based on the application of concepts of great predecessors and students of receptive theory such as Barthes (1968), Eagleton (1989), Jauss (1994), Iser (1999), as well as theorists who help us in the new ways of understanding the text Literary, such as Zilberman (1989), Candido (2000), Cosson (2009), Oliveira (2009), Zappone (2009), among others. At the end of our intervention, we observed that the students acquired appreciation for the work they read, drew their own impressions on it, and sought new sources to exercise a conscious reading, as well as seeing their own importance in constructing meanings, free from judgments, not just in O cortiço, but also in readings to come.


13
  • JUCIANA SOARES DE OLIVEIRA
  • ARGUMENTATION AND THE TEACHING OF WRITING: AN INTERVENTION PROPOSAL

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • JOSE CEZINALDO ROCHA BESSA
  • Data: 16 déc. 2016


  • Afficher le Résumé
  • The aim of this research is to investigate how Elementary School students develop their performance in the writing ability concerning the production of opinion pieces through the proptotypic didactic sequence proposed by Adam (2011). It was analyzed two sets of ten compositions each and, after detecting any absence in any stage in Adam's prototypic ditactic sequence, it was developed a set of activities to assist the students in following each proposed step and consequently developing their writing skill. The theoretical background is based on the sociodiscursiv approach. The speech genres follow Bakhtin's (1992) dialogic speech and the follow up was built according to the didactic sequence proposed by Dolz e Schneuwly (2004). A notion from Rhetoric from the ancient times up to the new Rhetoric present in Perelman e Tyteca (1996) work was also used. Nowadays these studies are dealt by the pragmatics and they are connected by Ducrot's (1977, 1980, 1987) thought. We also use the textual sequences concept proposed by Adam (2011) and the writing production as procedural practice Flower e Hayes (1980); Serafini (2004); Passarelli (2001).The methodology used is the research-action Thiollent (1996), with the qualitative data, according to Bodgan e Bilken (1996). The research stage was an elementary public school in the city of Fortaleza-CE, Brazil. As members from this research, there are the students from the last year of elementary school (9th year students) and their Portuguese teacher. With the didactic sequence, we could observe that the students' writing skill concerning the opinion pieces was developed considerably. Besides that, we believe that we could contribute in assisting the students to get to know their roles in the society assuming an active position in which they may make more consistent arguments to defend their beliefs and point of view.

14
  • LUCIENE DE FÁTIMA DANTAS VIEIRA
  • THE USE OF DESCRIPTORS IN TEACHING READING: A PEDAGOGICAL INTERVENTION PROPOSAL
  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • GILTON SAMPAIO DE SOUSA
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • Data: 22 déc. 2016


  • Afficher le Résumé
  • Reading and understanding are skills that converge to a third: that of interpreting. Undoubtedly, these capacities are complementary and indissociable to the reading competence, which every teacher hopes to see developed in his learner. Thus, the ability to understand the text and the author's communicative intention is not an easy task and requires the execution of procedures that go beyond the decoding of words, since the reader must unveil the explicit and / or implicit ones present in the text and That without your understanding, proficient reading becomes limited. From this perspective, we have as a general objective to investigate the reading competence of students of the 9th grade of a public school in the city of Currais Novos / RN, based on a pedagogical intervention based on the Reference Matrix of Portuguese Language, focusing on the use of the descriptors Used as strategies of reading the discursive genres news and comic strip. The study is part of Action Research, as a continuous attempt to improve pedagogical practice, in view of the intention of organizing procedures that may contribute to the development of students' reading competence. The theoretical contributions were based on the conception of genres, as discursive social practices, with Bakhtin (2006, 2011), the foundations for working with the language as a social reality, in an interactional perspective. As regards reading and comprehension strategies, the studies developed by Lefta (1996), Solé (1998), Kleiman (2000, 2007), Koch and Elias (2006), Oliveira (2010); The elaboration of the didactic sequences was organized from Schneuwly and Dolz (2004), besides adopting the guidelines on the teaching of Portuguese Language, contained in the National Curricular Parameters (1998) and authors like Riolfi (2008), Oliveira (2010) , Suassuna (1995), among others. The results of the use of the descriptors as strategies for the development of reading competence of the students revealed significant advances in their performance, since they facilitated the comprehension of the texts read in the reading activities that were proposed.

15
  • JANE MEDEIROS
  • DIDACTIC PROPOSAL FOR THE TEACHING OF ENUNCIATIVE RESPONSIBILITY IN THE CHRONICLE DISCURSIVE GENRE 

  • Leader : ALEXANDRO TEIXEIRA GOMES
  • MEMBRES DE LA BANQUE :
  • ALEXANDRO TEIXEIRA GOMES
  • LUCELIO DANTAS DE AQUINO
  • GILTON SAMPAIO DE SOUSA
  • Data: 22 déc. 2016


  • Afficher le Résumé
  • The enunciative responsibility has been understood as a phenomenon that seek to spot the assumption or not by saying on the part of the speaker of the text according to point out Adam (2011) and Gomes (2014). For Adam (2011), the text must be understood from its discursive materiality, considering the study of certain levels or analysis plans. In this research, we hold to the seven level by Adam (2011) which proposes to study to study the phenomenon of the Enunciative Responsibility in the discursive genre chronicle. Therefore, it was our purpose to verify how to manifest the referred phenomenon in the discursive genre chronicle taking as object of analysis six chronicles chosen from the collection “Para gostar de Ler”' , of the year 2003. From the theoretical point of view, we support us in authors like Adam (2011), Gomes (2014), Lourenço (2015), Marcuschi (2008), Koch (2014), Fávero and Koch (2012), Koch and Travaglia (2015), Mussalim and Bentes (2010), Rodrigues, Passeggi and Silva Neto (2010), among others. From the methodological point of view, our research reports three moments, being the first point referred the analysis of the phenomenon of the Enunciative Responsibility in the discursive genre chosen; the second point the application of a didactic intervention guided on the postulates of research action and in order to the elaboration of a didactic sequence; the third moment the elaboration of a didactic sequence  considering the basic assumptions of the enunciative responsibility in the construction of the argumentative purpose  of the producer of chronicle genre. In relation to the first moment, we notice that the producer of the text take up or not the enunciative responsibility by saying in order to accomplishment of his argumentative purpose. In relation to the second and third moments, we hope which the sequence represented contributed to the Portuguese Language teaching, providing the student an advance in developing their reading competence, improving their criticality and positioning on the text. 

2015
Thèses
1
  • JAYANE DO NASCIMENTO SOUZA
  • A ESCRITA NO ENSINO FUNDAMENTAL II: UMA ANÁLISE DOS DESVIOS FONOLÓGICOS E POSSÍVEIS ESTRATÉGIAS DE INTERVENÇÃO  

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • JOÃO BOSCO FIGUEIREDO GOMES
  • MARIA ASSUNCAO SILVA MEDEIROS
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 10 juil. 2015


  • Afficher le Résumé
  • Esse trabalho apresenta uma reflexão sobre a língua escrita, uma prática social que cada vez mais se fortalece no cotidiano das pessoas. Desvelar sua natureza, organização e função deve ser o primeiro passo para os professores mudarem de postura diante do ensino dessa modalidade linguística, ajudando os alunos a utilizá-la de forma mais eficaz e segura. Considerando esses princípios, a presente dissertação busca compreender, à luz de teorias linguísticas contemporâneas, os fatores que influenciam os desvios de escrita encontrados nas produções textuais de alunos do 8° ano do Ensino Fundamental II, matriculados numa Escola Pública do Rio Grande do Norte, considerando que esses desvios revelam o início da aprendizagem dessa ferramenta de comunicação, representando as primeiras hipóteses levantadas pelos para dominá-la. Para a análise dos dados utilizamos os trabalhos desenvolvidos por Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimarães (2005), Monteiro (2008), Veçossi (2010), entre outros, a partir dos quais, a produção científica sobre aprendizagem da leitura e da escrita vem se desenvolvendo. Os resultados dessa análise mostraram que os desvios de escrita, presentes nos textos dos alunos, são motivados, não só por desconhecimento da norma ortográfica da Língua Portuguesa, mas, também, decorrem de fatores fonéticos, fonológicos e gramaticais. Assim, buscamos apresentar novas estratégias de ensino-aprendizagem da escrita que possam levar os discentes a refletir sobre o uso da mesma, desenvolvendo essa habilidade de forma mais crítica e criativa. Acreditamos que as atividades apresentadas possam minimizar a escrita com desvios ortográficos ou variação linguística, praticada pelos alunos.

2
  • CLOACIR GOMES DANTAS
  • “QUEM SOU EU?”: UMA (RE)CONSTRUÇÃO DO SUJEITO POR MEIO DA NARRATIVA AUTOBIOGRÁFICA – PROPOSTA DIDÁTICA COM UM OLHAR NAS INTERAÇÕES EM SALA DE AULA

  • Leader : MARIO LOURENCO DE MEDEIROS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • JOÃO BOSCO FIGUEIREDO GOMES
  • MARIO LOURENCO DE MEDEIROS
  • Data: 10 juil. 2015


  • Afficher le Résumé
  • Como é do nosso conhecimento, a sala de aula afirma-se como um ambiente de contínua construção de aprendizagens e experiências, porém, para os alunos, além disso, funciona como um lugar, também, para estar em razão do convívio com os amigos. No entanto, nem sempre esses elementos se completam, assim, tão harmoniosamente, pois estamos cientes de que existem bastantes dificuldades, tanto no ato de aprender quanto nas relações interpessoais entre eles. Partindo disso, entendemos que cabe à escola buscar meios para contemplar tais questões de modo que estes se sintam inseridos tanto no que diz respeito a essa aprendizagem como também sendo capazes de interagir consigo mesmos e com os outros, de forma participativa, no sentido de conviver bem socialmente. Assim, encontramo-nos diante de uma situação semelhante com uma turma de 9º ano onde parte dos alunos apresentava certas limitações quanto à maneira de relacionarem-se bem, acarretando, assim, problemas na aprendizagem. Por outro lado, essa dificuldade na forma de interagir afetivamente com o outro, também, se agravava pela dificuldade que alguns alunos apresentavam de falar de si mesmos e de demonstrar seus sentimentos e emoções dificultando ainda mais esse convívio no ambiente escolar. Diante disso, vimo-nos na obrigação de agir de forma imediata e precisa para provocar mudanças nesse quadro. Daí que surgiu a ideia da aplicação de uma ação interventiva a qual começou tomar forma a partir de um projeto pedagógico que havíamos desenvolvido em outras turmas em anos anteriores, desta vez, adaptado para a situação vivenciada pela turma. O projeto, moldado na pesquisa qualitativa e caracterizado a partir da abordagem da pesquisa-ação tomou forma e, elegemos como objetivo maior buscar possíveis alternativas no sentido de desenvolver a competência comunicativa dos alunos, razão pela qual investimos em exercitar a oralidade (fala e escuta) no intuito de promover, pelo uso da linguagem, esse envolvimento interpessoal facilitando, dessa forma, a participação destes tanto na sala de aula quanto na vida social. Para o cumprimento deste objetivo, propusemo-nos a elaborar um caderno didático cujo suporte materializou-se através da narrativa autobiográfica (moldado na produção escrita) e trabalhado ao longo deuma sequência didática estruturada em três etapas distintas que dialogavam entre si. Para tanto, fundamentamos nosso estudo a partir da concepção sócio-histórica e dialógica proposta por Bakhtin em consonância com o interacionismo sociodiscursivo de Bronckart bem como recorremos a outros estudiosos como Dolz e Schneuwly, Marcuschi entre outros. O desenvolvimento de todas as etapas do projeto não só surtiu efeito imediato diante do que nos propúnhamos como também rendeu-nos momentos muito gratificantes reforçando, para nós, que o ambiente de sala de aula vai muito além do fato de ministrarmos conteúdos. E que o trabalho com a oralidade, com vistas na interação afetiva desses alunos, resultou num projeto, por assim dizer, apaixonante.

3
  • MARIA JOSÉ FERNANDES DA SILVA ARAÚJO
  • THE READING COMPETENCE IN STUDENTS OF 6TH GRADE IN BASIC EDUCATION THROUGH TEXTUAL GENRES

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIO LOURENCO DE MEDEIROS
  • MARIA AUGUSTA GONÇALVES DE MACEDO REINALDO
  • Data: 13 juil. 2015


  • Afficher le Résumé
  • Reading is an activity of great importance in the life of each human being, since this practice is main condition for the complete development of a person.  It is also an activity whose domain is essential to the practice of citizenship, because  it is the means by which the student has access to the knowledge that is part of the world around you. However, given the complexity involved in the learning reading process, teaching students to read is not an easy task. Often the students do not acquire the skills necessary to understand the texts, which makes difficult  any development of these, considering that is no reading if there is no understanding. According to this view, this study focuses on an educational intervention  whose aim is to contribute to the development of the students reading competence of students, in the 6th grade "U", in a Public School, in the city of São João do Sabugi - RN. The activities which compound  that intervention process were developed in Portuguese classroom through teaching sequences according to  reading strategies, based on the genres tales and news, since the students, subject this research, presented serious problems regarding to reading comprehension. Given the importance of the problem in question, this work is justified by the importance to resolve the aforementioned difficulty, given that it seeks the reading performance through genres, as a language social practice, through interactive activities whose aim is  reading and understanding, to construct the meaning of texts and to increase interest in reading. This intervention proposal falls within the scope of Applied Linguistics.  To perform it, we took as a basis some theories that focuses on language as sociointerative practice, such as the studies of Bakhtin (2006, 2011), Bronckart (2012) and some contributions to the teaching of reading activity, including: Solé (1998), Oliveira (2010), Leffa (1996, 1999), Silveira (2005) and others. The discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, regarding to teaching of Portuguese language, we adopted the guidelines of PCN / LP (1998), as well as Antunes (2003, 2009) and other authors. The results showed that students of the 6th year increased their ability to understand the texts read through the didactic and pedagogical actions, thereby acquiring the reading competence they needed to continue learning.

4
  • LUCIANA MARIA CARVALHO MEDEIROS DOS SANTOS
  • ENCANTOS POÉTICOS: A POESIA POTIGUAR PEDE LICENÇA...

     

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • DERIVALDO DOS SANTOS
  • FRANCISCA ZULEIDE DUARTE DE SOUZA
  • Data: 14 juil. 2015


  • Afficher le Résumé
  • É certo que muitas discussões acerca da abordagem da poesia em sala de aula têm sido promovidas e publicadas, entretanto qual a razão para a poesia ainda não ter encontrado de fato o seu caminho na escola? Uma das possíveis respostas para o desvendar desse mistério, que inquieta principalmente àqueles que sabem da importância do contato com leituras dessa natureza, em especial na escola, é a certeza de que é preciso ser leitor de poesia para formar leitores de poesia. Assim, se torna necessário ampliar e ressignificar essas discussões de modo a promover efetivas transformações quanto a abordagem do texto poético no espaço escolar. Uma outra lacuna também identificada nas práticas de sala de aula é a mínima escolha pela poesia produzida por autores locais como objeto de estudo. Por essa razão, a presente pesquisa de natureza qualitativa, propõe-se a apresentar uma proposta voltada a abordagem da poesia potiguar na sala de aula, considerando a escassez de material dessa natureza. Dessa forma, o objetivo maior da pesquisa aqui apresentada é ressignificar os conceitos e a abordagem da poesia potiguar no contexto da sala de aula, considerando sua importância como artefato artístico, histórico e cultural, para além dos limites geográficos, por meio da produção de material didático. Sabendo da pluralidade de interesses e afinidades que perpassam o indivíduo, assim como a impossibilidade de negar os avanços da tecnologia e sua importância também no ambiente escolar, o material didático aqui proposto materializa-se na forma de site e de um caderno de poesias, ambos voltados a propostas didáticas centradas na poesia potiguar, sendo o caderno de poesias um recorte do site, por entender a dificuldade de alguns professores no acesso e manuseio dessas novas ferramentas. Para esta pesquisa, assumem-se como norte os pressupostos a respeito de literatura e poesia de CANDIDO (2013), HAMBURGER (2007), as orientações acerca do letramento literário de COSSON (2014), assim como os escritos de GURGEL (2001) e ONOFRE JR (2000) a respeito de literatura potiguar. Assim, a referida pesquisa parte da necessidade de impregnar nos professores a certeza de que é preciso dar voz e vez a poesia na sala de aula, assim como de conhecer a poesia produzida por artistas locais, com vistas a valorizar e disseminar suas obras para, enfim, possibilitar atividades significativas de construção, desconstrução e reconstrução de paradigmas no campo da literatura.

     

5
  • JAÉCIA BEZERRA DE BRITO
  • LITERATURA: O ESPAÇO DA CRIAÇÃO E TRANSFORMAÇÃO IDENTITÁRIA

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • FRANCISCA ZULEIDE DUARTE DE SOUZA
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 14 juil. 2015


  • Afficher le Résumé
  • Esta pesquisa objetivou apontar caminhos para a mudança de conceito que os alunos, de uma turma de 9º ano do Ensino Fundamental da Escola Estadual Dr. José Gonçalves de Medeiros, na cidade de Acari-RN, têm de si mesmos, do seu meio cultural e de sua capacidade de produção poética. Ademais, faz referência às desigualdades sociais no Brasil, utilizando como eixo motivador a leitura da obra poética de Conceição Evaristo referente à memória, luta e valorização dos afrodescendentes. Os aportes teóricos sobre o sócio-interacionismo, a poesia, poesia na escola e sequência didática colaboram para afirmar que o aluno da escola pública em seu discurso revela influência do meio familiar, sociocultural, mas também do meio educacional, bem como os primeiros sinais de sentimento nacional: de uma maioria excluída. O seu fazer poético encontra raízes no meio sociocultural e geográfico, que inicialmente, denota revolta, porém, com o reconhecimento das contribuições das classes desfavorecidas para a construção do nosso país, o aluno apresenta outros temas, como o do mestiço, o da identificação com a África e o do orgulho por sua origem, memória e cultura. Dessa forma, se confirma as relações rizomáticas entre as duas realidades. A escolha da pesquisa interventiva, numa confluência com a pesquisa-ação e a pesquisa participante se deve ao fato de que a troca de experiência numa investigação científica é rica e significativa. Com a utilização de uma sequência didática, que tem como eixo o sentir poesia, o analisar textos e o fazer poesia, o aprendiz é conduzido para as janelas de percepção do universo contido nesse gênero literário, que é uma ferramenta comunicativa que oferece inúmeras probabilidades de expressão, de conhecimento do outro e reconhecimento de si.

6
  • MARIA ANGELA LIMA ASSUNÇÃO
  •  

    DIDATIC USE OF THE FACEBOOK: READING STRATEGIES FROM THE TEXTUAL GENDER POETRY

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA ASSUNCAO SILVA MEDEIROS
  • CRIGINA CIBELLE PEREIRA
  • Data: 20 juil. 2015


  • Afficher le Résumé
  • Reading is an activity of great importance in the life of each human being, since this practice is main condition for the complete development of a person.  It is also an activity whose domain is essential to the practice of citizenship, because  it is the means by which the student has access to the knowledge that is part of the world around you. However, given the complexity involved in the learning reading process, teaching students to read is not an easy task. Often the students do not acquire the skills necessary to understand the texts, which makes difficult  any development of these, considering that is no reading if there is no understanding. According to this view, this study focuses on an educational intervention  whose aim is to contribute to the development of the students reading competence of students, in the 6th grade "U", in a Public School, in the city of São João do Sabugi - RN. The activities which compound  that intervention process were developed in Portuguese classroom through teaching sequences according to  reading strategies, based on the genres tales and news, since the students, subject this research, presented serious problems regarding to reading comprehension. Given the importance of the problem in question, this work is justified by the importance to resolve the aforementioned difficulty, given that it seeks the reading performance through genres, as a language social practice, through interactive activities whose aim is  reading and understanding, to construct the meaning of texts and to increase interest in reading. This intervention proposal falls within the scope of Applied Linguistics.  To perform it, we took as a basis some theories that focuses on language as sociointerative practice, such as the studies of Bakhtin (2006, 2011), Bronckart (2012) and some contributions to the teaching of reading activity, including: Solé (1998), Oliveira (2010), Leffa (1996, 1999), Silveira (2005) and others. The discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, regarding to teaching of Portuguese language, we adopted the guidelines of PCN / LP (1998), as well as Antunes (2003, 2009) and other authors. The results showed that students of the 6th year increased their ability to understand the texts read through the didactic and pedagogical actions, thereby acquiring the reading competence they needed to continue learning.

7
  • MARIA DAS VITÓRIAS DOS SANTOS MEDEIROS



  • A MULTIMODALIDADE NO ENSINO FUNDAMENTAL: UMA ANÁLISE DAS PRÁTICAS SOCIAS DE LEITURA NA CONTEMPORANEIDADE

  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • CRIGINA CIBELLE PEREIRA
  • MARIA ASSUNCAO SILVA MEDEIROS
  • MARISE ADRIANA MAMEDE GALVAO
  • Data: 21 juil. 2015


  • Afficher le Résumé
  • A crescente presença da imagem nos textos vem despertando o interesse pelos estudos multimodais, haja vista que tem se constituído como um dos fatores que dificultam a leitura e a compreensão pelos alunos. Assim, nesse trabalho procuramos discutir algumas questões relacionadas ao estudo do texto multimodal no contexto da sala de aula do ensino fundamental, especificamente anúncio e propaganda. Para tanto, realizamos uma pesquisa-ação com uma turma do 8º ano para identificarmos qual a frequência dessa modalidade textual em seu dia a dia e qual a influência das imagens e das cores na construção de sentidos no texto. Essa sondagem mostrou-nos que a maioria dos alunos visualizavam frequentemente textos que são compostos pela linguagem verbal e visual. Com as informações levantadas e, considerando a importância do letramento verbo-visual, levantamos discussões a respeito do tema e apresentamos uma sequência didática que teve como objetivo contribuir para a formação de um leitor crítico, o qual analisa não apenas o código verbal, mas é capaz de identificar os sentidos presentes nos mais diferentes códigos semióticos. Para isso, usamos como aportes teóricos BAKTHIN (1992), OLIVEIRA (2001), KRESS (1988), HODGE E KRESS (1988) KRESS e VAN LEEUWEN (2001), entre outros. Essa pesquisa, portanto, pretende contribuir para a leitura e compreensão de textos multimodais na escola, procurando evitar uma prática pautada apenas na interpretação do código verbal. Desse modo buscamos ampliar um pouco mais a visão sobre a leitura e a produção desses gêneros usados ainda timidamente no ambiente escolar, refletindo sobre a importância da competência leitora tanto nos signos linguísticos verbais quanto nos diversos códigos semióticos.

     

8
  • JÁRIA SUÉLDES ALVES DE LIMA
  • PROJETO DE LETRAMENTO: IMPLICAÇÕES NA AUTONOMIA DA PRODUÇÃO ESCRITA DOS DISCENTES NO ENSINO FUNDAMENTAL II

     

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARISE ADRIANA MAMEDE GALVAO
  • SILVANO PEREIRA DE ARAÚJO
  • Data: 28 juil. 2015


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  • Este trabalho tem como objeto de estudo os Projetos de Letramento que se caracterizam por enfatizar a prática social da leitura e da escrita; por conceber o conhecimento como algo dialeticamente (re)construído, (re)contextualizado e ser impulsionado pela necessidade real do educando, na perspectiva de promover a ressignificação do ensino e o redimensionamento do papel do professor, do aluno e da escola no contexto social e no processo ensino/aprendizagem. Nesse sentido, objetiva-se analisar as implicações do desenvolvimento de Projeto de Letramento em aulas de Língua Portuguesa no que diz respeito ao aperfeiçoamento da competência comunicativa do aluno do 9º ano do ensino fundamental. Teoricamente, a investigação proposta fundamenta-se nos pressupostos apresentados pelos Estudos de Letramento, mais precisamente no que se refere aos Projetos de Letramento (OLIVEIRA, 2008; TINOCO, 2008, SANTOS, 2012, OLIVEIRA; TINOCO; SANTOS, 2011), na Teoria dos Gêneros do discurso (BAKHTIN, [1992] 2011) bem como na perspectiva de escrita como prática processual e colaborativa (PASSARELLI 2004; SOARES 2009). Em termos metodológicos, segue abordagem de dados qualitativos (BODGAN; BIKLEN, 1982), configurando-se, mais precisamente, como pesquisa-ação, cuja finalidade consiste no diagnóstico e transformação da realidade que afeta os sujeitos envolvidos (CHIZZOTTI, 2013; MOREIRA; CALEFFE, 2006). Sua realização compreende uma sequência de procedimentos que inclui, dentre outros: definição do problema, execução e avaliação da ação. O corpus de análise é constituído de material gerado no decorrer da sequência proposta, mais especificamente na aplicação de técnicas como: entrevistas e rodas de conversa, questionários, registros de imagem e vídeo bem como notas de campo. As discussões indicam que o trabalho de sala de aula com Projeto de Letramento implica na abordagem mais significativa de questões sociais contemporâneas, na maior circulação e produção de diversos gêneros do discurso e, consequentemente, na participação mais efetiva dos alunos em atividades de leitura e de escrita, o que favorece o aprimoramento de seu desempenho em termos de demandas comunicativas, sejam elas orais e escritas.

     

     

9
  • CLEGIANE SANTOS BEZERRA DANTAS
  • MINICONTOS: UMA PRÁTICA DE LETRAMENTO EMERGENTE NA ESCOLA

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: 28 juil. 2015


  • Afficher le Résumé
  • Como outros inúmeros gêneros da minificção, o miniconto se configura como um gênero conciso e breve, mas que ainda consegue preservar alguns elementos do conto tradicional, tais como: narrador, unidade espaço-temporal, personagens e trama. Para alguns autores, o surgimento desse gênero está estritamente ligado à rapidez e diversidade das formas de comunicação no atual contexto social, que exigem do leitor outras habilidades além da leitura e escrita convencionais. Considerando a importância dessas habilidades numa sociedade letrada e reconhecendo esse gênero como ferramenta potencialmente eficiente para o desenvolvimento do letramento, esta pesquisa tem como objetivo descrever o desenvolvimento e implicações de sequência didática direcionada a práticas de letramento com o gênero miniconto. Nesse sentido, a pesquisa se efetiva em uma turma de 9º ano vespertino do Ensino Fundamental da Escola Estadual Dr. José Gonçalves de Medeiros, na cidade de Acari – RN. Como pressupostos teóricos serão utilizados fundamentos dos Estudos do Letramento como prática social, especialmente os escritos de Kleiman (1995), Hamilton (2000), Soares (2012), Mortatti (2004) e Rojo (2012). Para subsidiar o letramento literário, são adotados os aportes teóricos de Borges (2000), Candido (2004), Pinheiro (2001) e Silva & Silveira (2013). No que diz respeito ao estudo da contística, tomamos por base os postulados de Gotlib (2006), Bosi (1997), Cortázar (1999), Teles (2002), Poe (s/d), Luzia de Maria (2004), assim como os estudos dos pesquisadores e escritores Spalding (2007; 2008; 2011), Gonzaga (2007), Freire (2004) e Trevisan (1994), dentre outros que se dedicam ao estudo do miniconto. No campo metodológico, a perspectiva proposta ancora-se nas orientações da pesquisa-ação (MOREIRA; CALEFFE, 2006) e na abordagem de dados de natureza qualitativa (BOGDAN; BIKLEN, 1994), uma vez que trata de interpretação de situação diagnosticada, implementação de ações de intervenção organizadas em sequência didática (SCHNEUWLY; DOLZ, 2004; BARROS; RIOS-REGISTRO, 2014),inclusive de descrição e avaliação de resultados obtidos a partir da realização das referidas ações. As discussões geradas indicam que trabalho com os minicontos, desenvolvido por meio de sequências didáticas, contribui para a reflexão sobre estratégias de ensino de Língua Portuguesa, efetivadas com vistas a preparar o alunado para atender às exigências de leitura e de escrita da sociedade contemporânea, cuja dinâmica requer dos indivíduos maior objetividade e concisão nas interações.

     

10
  • FRANCISCA FABIANA DA SILVA

  • ORALITY AND TEACHING OF PORTUGUESE LANGUAGE IN DIDATIC BOOK FOR 6TH AND 7TH GRADE IN EJA.

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • MARISE ADRIANA MAMEDE GALVAO
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA ELIETE DE QUEIROZ
  • Data: 7 août 2015


  • Afficher le Résumé
  • This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), Fávero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

11
  • FERNANDO RODRIGUES DA SILVA
  • A ESCRITA NO ENSINO FUNDAMENTAL II: A PRESENÇA DE DESVIOS GRAMATICAIS E VARIAÇÃO LINGUÍSTICA NA PRODUÇÃO DE GÊNEROS DISCURSIVOS DIFERENCIADOS


  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • MARIA ASSUNCAO SILVA MEDEIROS
  • MARIA DO SOCORRO MAIA FERNANDES BARBOSA
  • Data: 7 août 2015


  • Afficher le Résumé
  • O ensino de Língua Portuguesa, no Brasil, ainda necessita de grandes avanços quanto ao desenvolvimento de estratégias que possibilitem um bom desempenho dos alunos do ensino fundamental na leitura e na escrita. Pensando nisso, este trabalho surgiu na tentativa de ampliar os estudos sobre os desvios motivados pela variação linguística dos alunos ou por desconhecimento das normas gramaticais que tanto incidem em suas produções escrita. O objetivo é avaliar a presença destes desvios nos gêneros textuais produzidos por alunos do 6º ano da Escola Municipal Manoel Catarino Filho. Visa, ainda, aprimorar a capacidade linguístico-discursiva dos alunos nos mais diversos ambientes de circulação de determinados gêneros discursivos e, consequentemente, à formação de leitores e escritores atuantes. A fim de melhor compreender como se dá este processo, o texto parte da concepção sociodiscursiva de gênero, tendo como embasamento teórico os estudos de Bakhtin (1992) e Marcuschi (2002) acerca deste, bem como a concepção retórica de Aristóteles e Platão. A pesquisa ainda se apoia no que diz os PCN, com relação ao ensino de Língua Portuguesa, nos trabalhos de Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) e Cagliari (2005) sobre o ensino de gramática, variação linguística e também sobre os estudos da sociolinguística.  Acerca da fonética e fonologia, buscamos as pesquisas de Oliveira (1990), Seara (2009) e Hora (2009). Para compor o corpus da pesquisa e como forma de estimular a prática de escrita dos alunos e a reflexão crítica sobre a língua, propomos atividades de produção textual de gêneros discursivos diferenciados para analisarmos os desvios apresentados. Este trabalho verificou que houve uma taxa de ocorrência de desvios motivados pela variação maior do que os desvios motivados pelo desconhecimento da norma gramatical. A conclusão a que chegamos comprovou que a oralidade apresenta uma grande influência sobre a produção escrita dos alunos, a qual foi bastante refletida nestas. Por fim, propomos algumas atividades que visam minimizar a ocorrência dos referidos desvios nas produções escritas dos alunos.

     

12
  • MÁRCIA NADJA OLIVEIRA DE MEDEIROS GALVÃO
  •  

     

    A LEITURA E A PRODUÇÃO TEXTUAL NO ENSINO FUNDAMENTAL I: UMA PROPOSTA DE COMO TRABALHAR COM OS GÊNEROS TEXTUAIS


  • Leader : MARIA ASSUNCAO SILVA MEDEIROS
  • MEMBRES DE LA BANQUE :
  • MARIA ASSUNCAO SILVA MEDEIROS
  • ALEXANDRO TEIXEIRA GOMES
  • CRIGINA CIBELLE PEREIRA
  • Data: 14 août 2015


  • Afficher le Résumé
  • A prática com os gêneros textuais, no ensino fundamental, amplia a utilização da leitura e da escrita e melhora a qualidade da aprendizagem. Assim, por ser a escola uma das esferas mais atuantes nas práticas sociais da linguagem, é que justificamos a utilização dos gêneros como facilitadores para o ensino e aprendizagem da língua materna. Dessa forma, esse estudo é relevante porque não observamos na literatura atual, estratégias consistentes que venham melhorar a escrita de alunos do ensino fundamental. A partir disso, temos como objetivo principal discorrer sobre o trabalho com gêneros textuais a partir do desenvolvimento de sequências didáticas. Desse modo, ao analisar as formas estruturais, linguísticas e sócio discursivas dos gêneros estamos refletindo sobre a adequação dos elementos da língua, a situação de produção que determina a funcionalidade de um gênero específico e a sua utilização como prática social da linguagem. Nessa pesquisa discutimos algumas questões relacionadas ao ensino com gêneros textuais diversificados, no contexto escolar de turmas do ensino fundamental I, do 5º ano, especificamente a carta, o bilhete, a música, a poesia, a fábula e o conto. Para tanto, os referidos gêneros foram escolhidos por fazerem parte da grade curricular e estarem presentes no livro didático. Com as informações reunidas e considerando a importância da leitura e da produção textual a partir de gêneros conhecidos, foram organizadas sequências didáticas pautadas na prática escrita desses textos. Como o estudo se refere à uma pesquisa qualitativa, optamos por uma perspectiva sócio discursiva ancorada nas teorias de Bakhtin (2011) e Carolyn Miller (1994), sobre os gêneros na interação social; Bronckart (1999/2004) que evidencia o interacionismo; Marcuschi (2005) e Dolz e Schneuwly (2004) que aprovam uma proposta de ensino-aprendizagem centrada em gêneros textuais, atribuindo à linguagem uma significação na construção do conhecimento. Nesse sentido, conclui-se que é necessário contemplar nas atividades de ensino a diversidade de textos e gêneros e, não apenas em função de sua relevância social, por isso o discente deve ser capaz de utilizar a língua de modo variado e adequar seus textos a diversas situações de interlocução oral e escrita. Para isso, verificamos que houve um avanço significativo quanto à produção textual dos alunos, visto que os resultados foram além do que esperávamos. Isso porque o produto resultante das atividades realizadas se constituiu na publicação de três livros distintos com os textos dos próprios discentes, os quais acompanham essa dissertação.

     


13
  • ROSEANE IDALINA DA SILVA RANGEL
  • READING AND TEACHING PRACTICE: CLASSROOM LITERACY EVENT WITH PERSONAL LETTERS

  • Leader : SEBASTIAO AUGUSTO RABELO
  • MEMBRES DE LA BANQUE :
  • SEBASTIAO AUGUSTO RABELO
  • MARIO LOURENCO DE MEDEIROS
  • MANOEL FREIRE RODRIGUES
  • Data: 27 août 2015


  • Afficher le Résumé
  • This paper proposes paths through action research makes possible pedagogical activities alternatives that allow the students build their learning and that reading can be an action of teaching practice able to develop literary skills in the expansion of reading capacity. The study also proposes favoring and mastery of writing thus promoting literary literacy in a move that incorporates the formation of the reader, the pleasure of reading and the shared construction of interpretation. Reading and writing relationship in this context becomes meaningful and effective life and the everyday. Is evident in the social literacy in the construction of knowledge as well as the rescue of values; solidarity, love of neighbor and solidarity gestures, in this case the written communication (Personal Letter). The literary literacy shares up in fiction and reality and beyond the school environment to fulfill the social role. Therefore, on the theoretical postulates that offer us support in this task stand out Marcushi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson (2006), Emerson de Piretri (2007), Paulo Freire and Donald Macedo (2013), among others. This research is situated in an interactionist perspective of research where interaction achieved in reading and teaching practices where literature and literary literacy with social emphasis which can be observed in the school context but also outside of it will be adopted. Taking the integration of new literacy practices already written and streamlining the daily lives of Portuguese classes of 6th to 9th grade.

14
  • ANTONIA MARIA DE FREITAS OLIVEIRA
  •  

    Know... and know how to do theoretical and practical implications in the handling of oral modality in the Portuguese Language teaching

  • Leader : MARISE ADRIANA MAMEDE GALVAO
  • MEMBRES DE LA BANQUE :
  • MARISE ADRIANA MAMEDE GALVAO
  • MARIA ASSUNCAO SILVA MEDEIROS
  • MARIA ELIETE DE QUEIROZ
  • Data: 27 août 2015


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  •  

    The process of teaching and learning Portuguese (LP) before focused only on the meta-language activities, has undergone changes. In this renewal, the expansion of the discursive competence of the student, considering the social practices of language that are established within and outside the school walls, became the focal point of the teaching of this discipline. In this perspective, orality, which until then was only used as a tool that allowed the interaction between subjects in the classroom and treatment of various contents, has also become privileged, giving students both develop social practices this modality as understand aspects inherent in each of them. However, there are indications that these changes, especially those who turn to the inclusion of orality in teaching LP, have yet to become established in daily teaching practices. In this sense, this study sought to investigate whether the activities that students perform LP classroom of elementary school II focus on aspects relating to oral modality in seeking to foster the development of oral discursive competence of these students, as suggested by the new theories and proposals existing curriculum. To this end, we make use of qualitative research methods, adopting an ethnographic approach and the case study. In this direction, we use in the on-site observation and records in field diaries, LP classes at a 6th grade of elementary school room. The reference that guided this study were mainly investigations of Marcuschi (1991, 2001 and 2008); Kerbrat-Orecchioni (2006); Fávero, Andrade and Aquino (2012); Costa Maciel (2013); Antunes (2005 and 2010); Dolz and Schneuwly (2004); Leal, Brandão and Lima (2012); Loyal and Seal (2012), and the guidelines contained in the LP NCP 6th to 9th grade (BRAZIL, 1998), among others. In the results, we find that the activities analyzed realize, only, of some aspects related to orality and who are exploited in just two dimensions, which are: the writing oralization and linguistic variation and the relationship speaking and writing; Meanwhile, the production and comprehension of oral genres and appreciation of oral tradition texts, for example, are not covered. In this sense, to be provided the development of oral skills in students is fundamental systematic planning of educational activities that put focus and also an educational intervention that is favorable for this purpose. Thus, considering some difficulties that might exist for teachers in didactization of orality, given that this is a teaching object that needs to be better known, but also by the lack of practical guidance on how to address it in the classroom, we present some suggestions for activities whose purpose is to supplement those that are routinely carried out in LP classes.

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  • MARIA GISELIA DE OLIVEIRA
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    A ARTE DE USAR AS PALAVRAS: A LITERATURA INFANTO E JUVENIL NA FORMAÇÃO SOCIAL DO LEITOR.

  • Leader : SEBASTIAO AUGUSTO RABELO
  • MEMBRES DE LA BANQUE :
  • SEBASTIAO AUGUSTO RABELO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MANOEL FREIRE RODRIGUES
  • Data: 27 août 2015


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    Este trabalho apresenta e analisa os resultados da Pesquisa A Arte de Usar as Palavras: Literatura Infanto e Juvenil na Formação Social do leitor, que teve como objetivo avaliar a influência dos gêneros textuais literários na formação do leitor a partir do viés social. A pesquisa foi realizada em uma turma de 7º ano, da Escola Estadual José Joaquim, localizada no município de Coronel Ezequiel no estado do Rio Grande do Norte. Busca refletir sobre a formação do leitor literário no ambiente escolar e sobre a importância da literatura na formação do indivíduo, partindo-se do pressuposto de que a literatura, por meio da leitura dos textos literários (COSSON, 2007) possibilita ao sujeito a construção da sua identidade e o humaniza. Destaca também o valor da participação de pais, professores e escola no processo de letramento literário. O presente trabalho tem como base alguns estudiosos que discutem questões relacionadas à importância da formação do leitor e do letramento literário, entre eles: Cosson (2007), Zilberman e Lajolo (1998), Custódio (2007) e sobre o prazer em ler, destaca-se como um dos suportes Roland Barthes (2013). No momento da leitura dos textos em sala de aula, foi verificada a viabilidade da estratégia utilizada pelo professor para que a identificação dos alunos com os textos fosse construída de forma relevante, bem como quais os efeitos que a leitura oral expressiva do professor mediador auxilia na motivação e aprendizado dos alunos, como também, quais conhecimentos prévios os discentes têm da leitura literária. Dessa forma, busca permitir aos alunos a constituição da sua identidade leitora e o desenvolvimento de sua competência comunicativa, possibilitando-os agir e pensar de forma autônoma. Espera-se que os resultados decorrentes desta pesquisa possam contribuir para a produção bibliográfica na área da temática ora trabalhada. 

              

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  • JOSÉ AURÉLIO DA CÂMARA
  • TEXTUAL PRODUCTION IN ELEMENTARY SCHOOL: RETEXTUALIZATION PROCESS WITH MEMOIRS AS A TEXTUAL GENRE

     

  • Leader : JOSILETE ALVES MOREIRA DE AZEVEDO
  • MEMBRES DE LA BANQUE :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • MARIA ELIZA DE FREITAS NASCIMENTO
  • Data: 28 août 2015


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  • Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and    the

    debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization.  Yet  we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can  work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.

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  • MARIA ISABEL DE MACEDO AZEVÊDO
  • A CARRIAGE OF DREAMS: FROM THE BAÚ OF ANTÔNIO FRANCISCO TO EJEANA CLASSROOM

  • Leader : VALDENIDES CABRAL DE ARAÚJO DIAS
  • MEMBRES DE LA BANQUE :
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • SEBASTIAO AUGUSTO RABELO
  • MARIA EDILEUZA DA COSTA
  • Data: 28 août 2015


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  • The present research aims to describe the work with cordéis in a class of young and adults education from State School Tomaz de Araújo, situated in Acari- RN. The research was accomplished at the light of two patterns: orality and writing. Analyzing the difficulties watched reporting to the like for reading and writing in this level of teaching, it was thought in a project that could reduce these barriers. Therefore, elect the cordel like ideal gender to attract the attention of the students due to its elements such as: rhyme, musicality, simple language, themes nearest of students’ reality. The studying object of the research was the students’ reception to the Antônio Francisco’S cordéis for its lirism and enchantment watched in cordéis of this popular poet, so, adequate to pass on essential human values to modern life, whereas the capitalism and uncontrolled running for material goods become the ethic, social, human values  into despised. The work is ruled at esthetics of reception in Jauss (1994) and Iser (1996); Referring to the Poetry’S study we hold in theories of Candido (1988); Pinheiro (2007); Moisés (2007); Moisés (2012) and Kirinus (2011); Regarding to the methodological orientations relating to teaching we regard to Freire (2014); Esclarin (2006) and Curricular Propose for youngs and adultS’ Education (2002); For reflecting about popular culture and the literature of cordel we ruled in Batista (1977); Abreu (2001) and Kunz (2001); we noticed after the work with cordéis the students improved like for reading and writing.

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  • VILMA ABDIAS DE LIMA BEZERRA
  • PRÁTICAS DE ESCRITA EM DIÁRIOS DE LEITURA: UMA EXPERIÊNCIA DE INTERVENÇÃO PEDAGÓGICA NO ENSINO FUNDAMENTAL

  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • JOSE LUIZ FERREIRA
  • FRANCISCA MARIA DE SOUZA RAMOS LOPES
  • Data: 31 août 2015


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  • Este trabalho apresenta o desenvolvimento de intervenção pedagógica estabelecida no intuito de incentivar os alunos do 6º ano do Ensino Fundamental II, a apreciarem a leitura de textos literários e a discorrem sobre elas. Assim, objetiva compreender as implicações do uso de diários de leitura para o aperfeiçoamento do desempenho desses alunos em práticas de leitura e de escrita em aulas de Língua Portuguesa. Para tanto, fundamentamo-nos em referenciais teóricos direcionados à leitura e a produção do texto, especificamente sobre o gênero diário de leituras, como é o caso de Machado (1998), ao revelar particularidades e vantagens pedagógicas da abordagem do gênero, para a formação de leitores mais críticos nas escolas.  Também constituem embasamentos para as discussões propostas os aportes de Bakhtin (2011), dentre outros, no que se refere à teoria dos gêneros como também os postulados dos Estudos de Letramentos (SOARES, 2004; KLEIMAN,1995; ROJO,2009; STREET,2014 e TFOUNI,2010), do uso de sequência didática no ensino de língua materna  (DOLZ; SCHNEUWLY (2004),  adaptado por Costa Hübes (2014), inclusive de fontes que abordam a escrita como prática processual (PASSARELLI, 2004;2012 e SOARES, 2009).Em termos metodológicos, trata-se de uma pesquisa-ação, pois além de ser realizada por meio da interação direta com os sujeitos e o ambiente pesquisado também compreende proposta realizada em “estreita relação com a ação ou com a resolução de problemas num processo em que pesquisadores e participantes estão envolvidos de modo cooperativo” (THIOLLENT, 2009, p. 21). A abordagem de dados é de natureza qualitativa, uma vez que, além de priorizar a descrição de ações, a pesquisa também se realiza no ambiente natural onde ocorrem as intervenções, considerando-se o que fazem e o que dizem os participantes da pesquisa acerca do seu fazer, assumindo assim caráter interpretativista. Os dados foram gerados no decorrer do ano de 2014, a partir da aplicação de questionários, realização de entrevistas e notas de campo bem como da elaboração de diários de leitura pelos próprios colaboradores. As análises dos dados nos permitiram observar melhorias nas competências leitora e escritora dos alunos. Ademais, foi possível perceber que a pesquisa favoreceu o reconhecimento de que o trabalho com o gênero discursivo diários de leitura contribuiu para a construção de novos conhecimentos, pois a partir da sua produção os alunos passaram a levar em conta aspectos relativos ao domínio pragmático, à estrutura composicional e elementos linguísticos inerentes ao gênero em estudo, o que certamente indica maior possibilidade de agirem discursivamente, com êxito e autonomia, em  situações de interação escolar.

     

     

     

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  • FRANCISCA ALDENORA MORENO FERNANDES
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  • Leader : ANA MARIA DE OLIVEIRA PAZ
  • MEMBRES DE LA BANQUE :
  • ANA MARIA DE OLIVEIRA PAZ
  • MARIO LOURENCO DE MEDEIROS
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 16 sept. 2015


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