Navegando por Autor "Pereira, Sônia Virginia Martins"

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Discursos, concepções e percursos teórico-metodológicos na formação inicial de professores de língua inglesa
(2019-01-23) Souza, Salvia de Medeiros; Pereira, Sônia Virginia Martins; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/7735115241100407
The present study is attached to researches about the initial formation of foreign language teachers, as well as to researches in the field of Dialogical Discourse Analysis. The research which led to this study aimed to analyse how the institutional and teacher discourses reflect theoretical and didactic-methodological conceptions demonstrating, in the discourse of students, the initial formation of English language teachers. The theoretical coordinates that support the reflections in this analysis have their origin in the dialogical studies, highlighting the following concepts: concrete utterance (BAKHTIN, 2015a; BRAIT; MELO, 2005), heteroglossia (ZANDWAIS, 2009; FARACO, 2009), dialogism (BAKHTIN/ VOLOCHÍNOV, 2014; BAKHTIN, 2015b; FIORIN, 2016), axiology (VOLOCHÍNOV, 2013; FARACO, 2009) and reported speech (FARACO, 2009). This research is based on a qualitative-interpretative approach and it was configured as a documentary analysis allied to the case study of the Letras Português/ Inglês Course of UFRPE / UAG, which included the identification, verification and examination of documents and the application of data collection instruments to achieve the aims of the research. The conclusions point out that the official discourse of the High Education Institution (HEI) could be more punctual in the study of theoretical-methodological and didactic-pedagogical conceptions for the teaching of English language and articulate the linguistic and pedagogical spheres of knowledge on language. The university professors could articulate their repertoire of knowledge on the English language to their teaching in order to influence the construction of the teaching repertoire of the students and these latter need to seek autonomy in relation to the development of their language proficiency or develop more refined communicative skills, besides the pedagogical deepening for their practices as English teachers.
O ensino da leitura em livro didático de português adotado pela rede municipal de ensino de Garanhuns
(2018-08-30) Santos, Julia da Silva; Pereira, Sônia Virginia Martins; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/3208703679827152
This article discusses the teaching of reading through didatic books in portuguese, in the first year of middle school, adopted by the Garanhuns municipal network of schooling. To do so, it has as the general objective: analyse how the axis of reading is explored on the didatic book chosen by some public schools in the municipality of Garanhuns. And, as specific objectives: identify which activities from the reading axis are part of the didatic book and the reading strategies explored through these activities; characterize which conception of reading underlie the activities proposed by the book. This is a documental research with a qualitative approach, having as theoretical-methodological support the analysis of content, in dialogue as the theoretical perspectives and the studies of Solé (1998), Koch and Elias (2006), Barbosa and Souza (2006), Brandão (2006), Kleiman (1992), among others who work with the conception of reading and its teaching through a social-interactionist perspective. Analysis of the data revealed that the Didatic Book in Portuguese (DBP) has a variety of genres at its disposal, contains a significant number of texts and the reading activities develop five of the six strategies we use as reference. Faced with these results, the study reveals that the DBP, although it contains some characteristics of the traditional teaching perspective, tries to work on reading based on the social-interactionist conception of language and speech, on the development of reading skills in students from the first year of alphabetization cycle, contributing, thus, to their critical formation.
Reforço de escolaridade e letramento no mercado de trabalho
(Universidade Federal Rural de Pernambuco(UAG); Administração., 2011) Pereira, Sônia Virginia Martins
Com vistas ao desenvolvimento de habilidades e competências de leitura e de escrita nos trabalhadores que se encontram no mercado de trabalho em indústrias e fábricas do Agreste de Pernambuco, em municípios do entorno da cidade de Garanhuns, este projeto busca implementar práticas didático-pedagógicas para o ensino dos usos sociais da leitura e da escrita para profissionais atuantes no mercado de trabalho, a fim de que ao desenvolverem essas capacidades e superarem as deficiências de uma formação escolar deficitária quanto ao domimio da leitura, tenham condições de permanência ou acesso às vagas disponíveis no mercado de trabalho em Pernambuco. Em decorrência disso, o referido projeto, além de aprimorar os conhecimentos e as práticas de leitura e escrita desses trabalhadores, dando-lhes a oportunidade de alcançar outros níveis de letramento, contribuirá para um melhor desempenho de suas atividades profissionais garantindo-lhes igualdade de condições para que disputem as vagas de emprego em diversos setores da economia do Estado e que alcancem outros níveis de profissionalização com a qualificação para trabalho. Para tanto, serão realizados encontros semanais com oficinas de práticas de leitura e produção de textos da esfera profissional, nos quais o bolsista atuará como mediador durante os meses de vigência do projeto.