Navegando por Autor "Silva, Elaine Cristina Nascimento da"

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Alfabetização: dificuldades de ensino e aprendizagem explicitadas por professores
(2019-02-15) Matias, Jéssica Michele da Silva; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/1442994648947126
Análise do currículo do Estado de Pernambuco quanto a presença e abordagem dos gêneros textuais
(2019) Silva, Jainy de Noronha; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/5308203030677585
This work investigated how textual genres are being treated in the Pernambuco Curriculum in relation to the Early Years of Elementary Education. To better develop the research, we adopted a curriculum concept as a cultural artifact where there is a dialogue between socially constructed knowledge and school knowledge (SILVA, 2007; MOREIRA; CANDAU, 2007). Likewise, we take as a base, a conception of language and language based on the notion of textual genres as human interaction and cultural and cognitive form of social action (BAKHTIN, 1997; SOARES, 2002; GERALDI, 2011; MARCUSCHI, 2008). The research has a documentary character, as it analyzed a document officially recognized by the State with the aim of showing the information contained in it in another way and enabling access to the maximum amount of information qualitatively (BARDIN, 1977). The Language Notebook was analyzed, more specifically the part referring to the Portuguese Language Curricular Component. Through the data obtained, we found, initially, that the document brings a more current perspective of the curriculum which perceives it as a cultural element capable of articulating the proposed with the lived and that goes beyond the prescribed. Then, we note that the document is in line with the most current studies on the teaching of the Portuguese language, based on reference authors, although some terms are not properly developed. We also identified that the Curriculum encourages work with genders from the four axes of teaching the Portuguese Language - Reading, Text Production, Orality and Linguistic Analysis - although it does not guide the articulation between these axes. In addition, it directs the teacher to work with the diversity of textual genres belonging to different fields of action, giving suggestions of genres to be worked on and following a progression from the 1st to the 5th year. We saw, finally, that the document addresses so many social aspects, as formal and linguistic of the genres, observing a slight emphasis on the identification and reproduction of the forms of composition of the genres. Given these data, we conclude that the Pernambuco Curriculum assists in the appropriation of different genres, but the teacher must have a posture of professor-researcher and investigate the document critically and reflexively in his readings, not having it as a principle of his practice, but as one of the means that guides the didactic paths of your classes.
Ensino da produção de texto: o caso do livro didático “Ápis-letramento e alfabetização”
(2018-08-31) Lima, Magda Vitória dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/0023535792004826
The present work is an analysis of the approach developed for teaching textual production in a textbook from elementary school's 3rd grade. We aim to: Identify proposed writing activities in the textbook; Investigate whether these activities involve the writing of different textual genres; Observe whether these activities thoroughly describe all composing elements of the proposed textual production context and whether they promote deeper reflection on those elements from students; Analyse whether these activities go through all different steps for textual production: planning, storming ideas and text revision. In order to get a better grasp on our object and analyse the data, we based our studies on the work of Leal and Brandão (2007), Silva and Melo (2007a; 2007b), Leal and Melo (2007), Soares (2004), Dolz and Schneuwly (2004) and Antunes (2003), which largely discuss on textual production activities and how to teach writing. The present work developed what can be classified as a documental research, as suggested by André and Ludke (1996), and quanti-qualitative (that is, simultaneously, quantitative and qualitative) as suggested by Malhotra (2001). The analysed textbook was Ápis: Letramento e Alfabetização, which is used on the majority of schools in the city of São João-PE. We analysed all 11 activities specified on the section dedicated for textual production while verifying how work was developed for this branch of teaching. The data analysis showed that, despite the fact that students were asked to produce different genres and were exposed to examples of these, the situations proposed for production, in their vast majority, did not represent real writing practice, they only had didactic purposes. Also, the activities do not supply enough information and orientation on the characteristics of the genre for production, as well as on how to develop the theme, how to plan the writing itself and how to revise and edit the final text. We conclude that the analysed book does not hold textual production teaching practice as seen in the literature of the field, which ultimately incurs on poor motivation and support for writing. In this case, teacher's intervention becomes essential, as an alternative to modify and complement proposed activities available in the textbook.
Rodas de história: estratégias utilizadas por uma professora de educação infantil II
(2019-02-15) Severo, Maria Helena Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/8225438656557853
O tratamento da análise linguística na base nacional comum curricular
(2019-02-15) Silva, Bianca dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/2425495549011133