Navegando por Autor "Silva, Noadia Iris da"

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Análise sobre as concepções de letramento literário na Base Nacional Comum Curricular
(2019) Gondim, Thaís Tomé; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/6632560254241093
This work deals with the conceptions of literature and literary literacy officials curricula proposals for the final years of elementary school. Researchers argue that the teaching of literature has been characterized by little attention to the literary text itself and attachment to historical issues. The literary object does not seem to occupy the same place it already was. According to Cosson (2016), literature suffered a kind of erasure at school. In this context, this research aimed to investigate the conceptions of literature and literary literacy contained in the following official documents addressed to the final years of elementary school: National Curriculum Parameters (BRASIL, 1997) and the Common National Curricular Base (BRASIL,2018). The objective was also to know the perceptions of 10 teachers of Portuguese Language, from the final years of elementary school, in the city of São José do Belmonte / PE, about the contents indicated in the Base. The methodology used addresses both qualitative and quantitative criteria. Our data were collected through questionnaires and interviews. The results suggest that the participants have a good knowledge of the BNCC, which makes us assume that such curriculum proposal will have good acceptance among the teachers upon its implementation in the mentioned municipal network from 2020.
Considerações sobre o processo de avaliação externa da leitura no Estado de Pernambuco
(2018) Nascimento, Mariana do Carmo; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/1779484955947984
This study results from a bibliographical research and aims to reflect on public educational policies and the impacts produced by external evaluations in teaching practice, focusing on large -scale assessments in basic education -SAEB and the State Assessment System of Pernambuco -SAEPE, pointing out the implications of these in the everyday of the classroom tothe point of modifying teachers 'practices and their consequences in the students' learning process. However, it is necessary to address the training of teachers and the importance of professional qualification for the application of the evaluation process in order to reach the desired results by the school community.The results of the research suggest that the methodology of these evaluations results in an insignificant procedural and integral development of the student besides generating a climate of teacher accountability for the success or failure of the same, besides a pressure environment so that the student obtains results of excellence in these assessments.
O desafio de alfabetizar surdos em libras como língua materna (l1): um estudo de caso numa escola de ensino regular na cidade de Serra Talhada
(2019) Araújo, Mauricéia Salvador de; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/6993314837221693
The objective of this work is to investigate the coherence between the official documents and the offer of literacy / education for the deaf in the education networks. For that, it was necessary a documentary analysis of laws and curricula that deal with education of the deaf at the federal and state levels. Field research was carried out with people involved in educational policies for the deaf in the Sertão do Alto Pajeú region (interpreters, GRE's “interim” manager, school principals, Serra Talhada education management coordinator). Finally, we conducted a case study (observations of classes and questionnaires) with actors from a LIBRAS literacy class at the Cornélio Soares school in the city of Serra Talhada in Pernambuco. Throughout the research, there was a lack of records on the history of education / literacy of the deaf, as well as studies about the legislation, so we believe that this research has contributed to the advances in the education of the Deaf, as well as in prioritizing literacy in the mother tongue and its inclusion in regular education, so that it has awakened a sensitive look at the valorization of this historical subject.
Didatização de conhecimentos linguísticos em livro didático de ensino médio
(2018) Santos, Tâmara Taís Rodrigues dos; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921
The Portuguese language textbook assumes a prominent presence in the classroom and is often used as the only material to develop the contents and activities. Considering its importance for teachers and students, this research proposes to examine the activities proposed in terms of reflection and analysis on the language proposed by the textbook adopted in a high school. Specifically, we investigate the relevance of such activities in relation to traditional grammar teaching or to the perspective of Linguistic Analysis Practice. In order to carry out our study, we are theoretically based on specific documents and authors, like PCNEM (BRASIL 2006), Mendonça (2006), PNLD/2018, Bezerra e Reinaldo (2013) that point to "appropriate teaching" forms of the language in use, according to these sources, and from there to verify the offer of contents and activities present in textbooks. Methodologically, we opted for a qualitative approach that deals with the interpretations of social realities, from texts and interviews as analysis data. We verified, among the results, questions that reinforce the existence of the traditional form of teaching in the textbooks being purely grammatical and without any reflective / expressive purpose confirming the statement of the PCNEM (BRASIL, 2006) that characterize the teaching of Portuguese Language in High School as "an expression classroom in which students can not express themselves".
Ensino de conhecimentos linguísticos e documentos oficiais: Uma análise comparativa entre o Currículo de Pernambuco (2012) e a Base Nacional Comum Curricular (2017)
(2019) Mourato, Maria Alidia Gondim; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921
Education is primordial in the process of transformation of the individual through the interpretation of the world which we live. In this context, some measures are taken to provide to the student access to the quality education, among which should point to official documents, such as the Brazilian Curriculum Parameters (PCN), National Education Guidelines and Bases Law (LDB), Common National Curriculum Base (BNCC) and State Curriculum (PC / PE), among others, such documents are fundamental for the development of quality education. However, this Course Conclusion Paper aims to evaluate two of the documents cited previously, such as the Base (2017) and the State Curriculum Parameter (2012). It is worth noting that the choice of the years of each document to be evaluated was given by the observation that the state curriculum referent to the same year of the Base is a reproduction of that, since it is a function of the states to adapt the BNCC without causing losses to the reality experienced by each region, thus, observing the changes over the years in the official documents, we have a comparative analysis through the existing linguistic knowledge in the curriculum. Therefore, the objective is to analyse in a comparative way the State Curriculum (2012) and the BNCC (2017) from the implementation of linguistics in the classroom. We highlight that the methodology used for the elaboration of this TCC was documentary analysis, in which through the reading it will be possible to understand the use of the primary text to enrich this work. The Curriculum bring with them the concern with providing students with the possibility to learn according to their reality, so the adequacy of BNCC by states is of paramount importance, once it corroborates significantly to the success of the Teaching and Learning.
Letramento: discussões teóricas acerca a concepção dos professores sobre as práticas pedagógicas da leitura, produção de texto, análise linguística e oralidade em sala de aula, no ensino fundamental II
(2018) Melo, Adimilsa Alves da Silva; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921
This research analyzed how the teachers work literacy in classroom in order to prioritize the axes of Portuguese’s language teaching. More specifically, we try to achieve the following objectives: a) Examine whether teachers work all the axes of Portuguese language’s teaching; b) Analyze whether textual genres are used as instruments for language teaching; c) Find out how often teachers perform activities to develop students' literacy. Two teachers from the municipal education network of Triunfo participated in the study, the teacher "A", who worked at a 7th year and the teacher "B", who also taught in a 7th year. We conducted interviews and transcribed them for analysis. The theoretical contribution to this work is based on the studies of Soares (2003; 2009) and Leite & Botelho (2011)about the concept of literacy; of Antunes (2003) related of Portuguese language’s axes of teaching, and in the reflections of Marcuschi (2005) and Barros (2011) about the relationship between textual genres and literacy. We observed that, in relation to the work with the axes of teaching (orality, reading, textual production and linguistic analysis) both teachers prioritize reading and textual production. While the axes of orality and linguistic analysis were neglected, and the treatment of the latter was restricted to working with normative grammar. With regard to the use of textual genres in their classes, the two teachers favored one or two genres, a practice that is negative, since literacy is favored from contact with the most varied textual genres. Faced with such results, we believe that there is still a lack of understanding of what Literacy and its abilities are. Therefore, it is clear the importance of providing initial and continued solid training for theteacher with regard to work on literacy practices.
Percepções de professores sobre a avaliação externa de leitura (SAEPE) em escolas da cidade de Serra Talhada
(2019) Moreno, Suzana Camila de Lima; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/8911168253492775
This study results from an investigation carried out with public school teachers of Serra Talhada. We are interested in the perceptions of these professionals about large-scale evaluations, with emphasis on the Pernambuco State Assessment System (SAEPE) and, consequently, the results of the Educational Development Index of Pernambuco (IDEPE). We aim to point out possible implications of these results on teachers' conceptions and practices about reading, therefore, we also address the initial and continuing training of these professionals. The relevance of this research resides in the fact that educational policies in Brazil have been showing concern for the quality of the teaching offered by the public school, due to the pressures of international organizations that see in education the solution of the problems faced by an increasingly globalized world, of transformations and technological discoveries that characterize the so-called society of knowledge. It is important to emphasize that this evaluation system is the result of the transformations and educational reforms that occurred in Brazil in the 90's and that the application of this process is given in the monitoring of educational actions, in order to verify and monitor the level of student learning. It is necessary to state that the principle of this educational policy is to defend external evaluations as relevant resources for the promotion of quality public education. The results of the research suggest that the dissemination of these assessments contributes to a climate of teacher accountability for the success or failure of its students, create an atmosphere of pressure for the actors of the school community (teachers, managers and students) between school units in the same city