Navegando por Assunto "Escrita"

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Análise das propostas de produção textual em uma coleção de livro didático de língua portuguesa do 1° ao 5° ano do ensino fundamental
(2019) Nascimento, Edvânia Silva; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171
This paper aims to analyze the aspects related to the proposals of textual production activities present in Portuguese Language Books from the 1st through the 5th grades adopted in the public Elementary Schools of the city of Lajedo-PE, in order to verify if they contribute to the students to develop good writing practices. The research fits as qualitative Flick (2009) and as a documentary Ludke and André (2012). It was based on the following authors: Antunes (2017); Koch and Elias (2009); Dolz, Gagnon and Decândio (2010); Passarelli (2012), among others, to address issues related to the production of texts and related themes. The analysis of the aspects related to the textual production proposals present in the books showed that if it allied to other textual production activities, it contributed to the development of good texts by the students. Finally, this work made us understand how these aspects are related to the activities of text production in the Portuguese Textbooks in the public schools of Lajedo, Pernambuco.
A avaliação nas aulas de língua portuguesa dos anos iniciais do ensino fundamental: modos de fazer e reflexões de uma professora
(2019) Silva, Maria Suelane Veloso da; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/2804058372830567
The present work is sought to understand and present some characteristics of learning assessment, both the traditional and the formative assessment perspective. To reach this understanding, we will discuss the characteristics of each one based on authors such as Luckesi, Perrenoud, Suassuna, Hoffman and others. In addition, we also seek theoretical support in these authors to think about questions of assessment in Portuguese, which, according to them, should provide the study of four teaching axes. They are: reading, production, orality and linguistic analysis. To have a more detailed and concrete analysis on such axes, we went through the field to verify through interviews, questionnaires and observations, what are the conceptions and reflections of a teacher of the area about such axes and how she uses them and evaluates her students in relation to these aspects. After data collection, we could conclude that even though it is performed practically every day, such evaluation is often not well understood, and thus ends up being poorly performed.
Desenvolvimento da leitura e da escrita no projeto de extensão ações socioeducativas para crianças e adolescentes do ensino fundamental da rede municipal do Recife-PE: relato de experiência
(2019) Oliveira, Ivone Silva de; Saraiva, Joseana Maria; Silva, Laurileide Barbosa da; http://lattes.cnpq.br/7869325906861017; http://lattes.cnpq.br/2009197399132834; http://lattes.cnpq.br/2965409985704538
Duplicação do sujeito em dados de escrita de alunos da rede pública de ensino do Recife
(2018) Ferreira, Patrycia Siqueira Campos; Silva, Cláudia Roberta Tavares; http://lattes.cnpq.br/0948124881794535; http://lattes.cnpq.br/6487675878046558
Neste artigo centramos a atenção no uso dos sujeitos duplicados (SDs) (ex.: O menino, ele brinca.) em textos narrativos produzidos por alunos recifenses de uma escola estadual e municipal. Para tanto, tomamos como hipótese norteadora de que, nos dados de aquisição da fala do PB, por serem pouco produzidos SDs, segundo observam Gonçalves (2004) e Grolla (2000) apud Costa, Duarte e Silva (2004), serão pouco encontrados nas séries iniciais, mais produtivos nas séries intermediárias, vindo a diminuírem bastante nas séries finais por influência do avançar da escolarização. Para a realização da análise, selecionamos 10 textos de cada série, a saber: da quinta série à oitava série do ensino fundamental I de uma escola municipal, e da quinta série ao terceiro ano do ensino médio de uma escola estadual. A análise embasa-se no modelo de Princípios e Parâmetros (CHOMSKY, 1981, 1986 e seguintes) e tem como objetivo central discutir a duplicação dos sujeitos em dados escritos, levando em conta o possível distanciamento entre o conhecimento linguístico que o aluno traz para a escola e o que ele aprende. Após a análise dos dados, os resultados apontam para a pouca frequência de SDs nas séries inicias, indo ao encontro do que é observado em alguns estudos realizados no campo da aquisição da linguagem (cf. GONÇALVES, 2004; GROLLA, 2000 apud COSTA, DUARTE, SILVA, 2004).
Ensino de produção textual no 2º ano do ensino fundamental em tempos de educação mediada por tecnologias digitais: interface com estratégias metodológicas
(2021-08-23) Silva, Sueli Saraiva Bezerra da; Ferreira Júnior, José Temístocles; http://lattes.cnpq.br/6415276115481076
Escrever na sala de aula: uma análise no processo de ensino da língua portuguesa
(2020-10-28) Medeiros, Romero Rodrigues de; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/1838617822290322
This study aims to understand the development of writing and its teaching with respect to text production in schools, and the way pedagogical practices can contribute to the teaching of witing in Portuguese language classes in a state high school in Paraíba. In order to support our research, we chose the works of Soares (2002), Geraldi (1996, 1997); Berto (2016, 2018); Bakhtin (2000), Marcuschi, (1999) Zanini (1999). Additionally, the works of other scholars who address and reflect on the subject of teaching writing also served as part of our theoretical basis. We also present the State of Art of the subject in an effort to investigate what has been discussed about writing and teaching today as we also seek to examine the pedagogical practices and perceptions of teachers about the teaching of text production in the classroom. For the purpose of achieving that, we carried out a qualitative action research with teachers and their third-year high schoolers at the Escola Cidadã Integral Nossa Senhora do Bom Conselho in the town of Princesa Isabel-PB. As for the methodological procedures adopted, we used data triangulation, considering that we analyzed teachers, their pedagogical practices and the activities suggested in textbooks that aimed specifically at teaching writing. The textbook mentioned is part of a collection for the third year of high school named: Portuguese: Language and interaction. It was written by the authors (FARACO; MOURA; MARUTO JR. 2016). To conclude, we present, the written productions as a result of the classes and teaching practice observed. As a consequence, the first results confirm the hypothesis that both textbooks and pedagogical practices do not contemplate the entire teaching process of text production, considering that not all the necessary steps were taken to conduct the process of text writing. Moreover, revision and rewriting are suggested in a broad and simply descriptive manner in the textbooks. Also, the correction method adopted by the teachers is for the purpose of evaluating the students only, disregarding the possibility of teachers’ self-assessment.
Escrevivência camponesa: arteando práticas educativas em agroecologia com a juventude do semiárido
(2024-03-08) Meneses, Soraya Cindcy Araújo; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728
This work aims to share my experiences as a "writing" peasant, who made it an academic commitment to break with the epistemic invisibility of rural youth. To reconstruct my academic trajectory, I collected all the materials where I recorded the activities related to my training: field notebooks, reports, culmination guides; photos; videos and audios and I adopted the notion and conception of spiral time as a reference. The systematization of my experience in the Bachelor's Degree in Agroecology allowed the reconstruction of the process experienced and the deepening of the reflections made based on my practice. Throughout the text, which is also a body, I deepen reflections on the condition of youth in the countryside and its place in academic research. I share the experiences of formal and non-formal education with peasant youth and finally, I emphasize what most influenced and constituted my identity as a Bachelor's Degree - Educator in Agroecology.
As formas da função acusativa em cartas de amor do Sertão Pernambucano: entre variação e tradição discursiva
(2019) Silva, Antonia Caroline Alves da; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/3875671872212548
This paper aims to investigate the forms of reference to the interlocutor in the accusative function, in love letters written in the 1950s. As for the analysis material, we used a corpus composed of 22 love letters written by non-illustrious people of the Pernambuco hinterland, 21 missives narrated by a male letter writer and 1 letter written by a female letter writer, previously collected by the members of the project Para a da History of Brazilian Portuguese - Pernambuco Regional Team. For that, we are based on the theoretical-methodological orientations of Historical Sociolinguistics and the concept of Discursive Traditions. Methodologically, we identified the contexts of occurrence of accusative forms of reference to the interlocutor, obtaining a total of 64 data, distributed as follows: 58 occurrences of the clitic, 4 data of him and 2 record of you. Regarding the selected factors, namely, the relation between the accusative and the subject, as well as the position of the accusative, we obtained the following results regarding the first factor: i) in relation to the letters in which the tu appeared as an exclusive strategy, the clitic was categorical with 18 dice; ii) the missives with exclusive use of you were recorded alternating forms accusative te, you and you presenting 9, 3 and 2 data, respectively; iii) in the cards with variable use of you and you, the clitic te was also the most productive strategy, with 24 dice rather than one occurrence of the clitic him; iv) in contexts without reference to the second person, the clitic figured you as a categorical strategy, presenting 7 data. Regarding pronominal placement, we obtained 50 data on proclysis and 14 data on enclysis. Regarding the contexts favorable to the pronominal placement of the accusative postponed to the verb, we recorded the following cases: i) beginning of sentence; ii) infinitive verb. Thus, our research meets what Lopes et al. (2018) state that, observing that you entered the 2nd person paradigm effectively as a subject, however, in the other syntactic functions, it suffers some resistance, since we observe the predominance of the clitic in the analyzed missives, regardless of the type of subject employed. In addition, we observed the preference for placing the accusative in the pre-verbal position, which meets the results obtained in studies on the same phenomenon (SOUZA, 2014).
A influência da fala na escrita de textos produzidos por estudantes do 6° ano de uma escola pública
(2019-07-03) Cândido, Maria Caroline Tenório; Lima, Rafael Bezerra de; http://lattes.cnpq.br/8700226970298080; http://lattes.cnpq.br/7718869065485051
This paper has as main goal to analyses the influence of speech in the writing of texts produced for students of a public school from Bom Conselho city, state of Pernambuco. Therefore, we based in papers written by Cagliari (2008) Bortoni - Ricardo (2014), Bagno (2008), among others representatives of Labov (2008), the pioneer researcher of theory who studies the Linguistic Variation. We seek to defend the hypotheses that there are linguistic variations in the texts produced for this community of speech, for this we considered internal and external factors to the language. We elaborated a quantitative research of variation aspect to the data collect, with this we obtained a corpus constituted for a number of 2.838 occurrences of phenomena linguistic taken from 72 texts written by the students of 6th year of selected school. The quantification of data is shown by tables and graphs, based on the methodological method available in Tarallo (1996). Thus, in the development of research, we found out that there is interference of speech in writing conditioned for internal factors, phonological processes and external to the language, as sex and geographic location.
Leitura: análise de suas implicações para o processo de apropriação da escrita
(2019) Souza, Tatiane Dark dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/2227300265506033
This study aims to develop some considerations related to reading as a process of appropriation of writing aimed specifically at a 3rd grade elementary school class, linked to the Rede Municipal Santa Cruz da Baixa Verde-PE. On that account we based our work on the following scholars, Antunes (2006), Bakhtin (2003), Cagliari (2007), Freire (2006), Menegassi (2010), Ruiz (2013), Serafini (1989), Tardif (2007), among other researchers who reflect on the subject. We also present the state of the art that aims to investigate aspects that have been discussed in the last five years about reading and writing in relation to the study of genres also used in the production, revision and rewriting of texts in the classroom, promoting the relevance of reflective practice. The methodological procedure relied on a descriptive and qualitative action research, characterized as a case study, which in some aspects describe the actions performed in the daily and reflective pedagogical work in which the teacher analyzes his own practice. As experienced at a municipal school called Otacílio Carlos de Alencar, the research had as its pedagogical procedure the analysis of the students’ written productions, which were created based on genres such as comic strips and letters. As a result, we noticed that both the writing correction part, which provide the student with a greater interaction with his written text and encourages reading so that there will be interaction between the student and the text itself aiding in its improvement, as well as the teacher’s reflective practice can assist in the process of teaching and learning when used dialogically, for the promotion of the interaction student/teacher and also student/text. In that sense, we verified that the methodological proposal for text correction is still an unknown factor in teaching practice, and therefore we conclude that this would be an aspect to be stimulated in teacher training courses related to the practice of writing in the classroom.
Narrativas docentes sobre o não domínio da leitura e escrita em turmas do 4º e 5º ano: desafios e estratégias em duas escolas públicas de Camaragibe e Recife
(2025-07-11) Santos, Mariana Belo dos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1068359420044738
A presente pesquisa investigou as ações de duas escolas públicas em relação ao acompanhamento das crianças do 4º e 5º ano que ainda não dominam a leitura e a escrita. Para isso, foram realizadas entrevistas semiestruturadas com 12 profissionais da educação, incluindo professores regentes, coordenadoras e gestoras escolares. Os objetivos da pesquisa incluíram: identificar as ações pedagógicas voltadas ao acompanhamento dos estudantes que não dominam a leitura e a escrita; analisar como os documentos oficiais orientam esse acompanhamento; e compreender as principais dificuldades enfrentadas pelas escolas nesse contexto. Os resultados apontaram que, embora haja iniciativas como diagnósticos periódicos e formações continuadas, as práticas pedagógicas ainda enfrentam limites diante da complexidade da heterogeneidade escolar. Conclui-se que é imprescindível o fortalecimento de políticas públicas voltadas para formação docente e ações pedagógicas que considerem os diferentes ritmos e trajetórias de aprendizagem para garantir uma alfabetização inclusiva e efetiva.
O uso de fanfics como estratégia pedagógica no engajamento e desenvolvimento de habilidades de leitura e escrita de alunos: uma revisão integrativa
(2024-12-11) Silva, Claudiane Maria da; Silva, Gutemberg Lima da; http://lattes.cnpq.br/5262872045352306
Fanfic é um gênero textual especialmente popular entre adolescentes e jovens adultos, que utilizam plataformas digitais para compartilhar e interagir com suas criações. A partir desse contexto, este artigo destaca a relevância de seu uso nas aulas de Língua Portuguesa, proporcionando aos alunos um bom desenvolvimento em várias habilidades ligadas à leitura e a escrita, enriquecendo a experiência literária e ampliando o conceito de literatura tradicional. Este artigo apresenta a partir de uma coleta de dados realizada em periódicos da CAPES e SciELO utilizando os termos "fanfic", "produção de texto", "leitura" e "escrita", foram selecionados apenas artigos científicos, revisados por pares, da área de “Letras, Linguística e Artes”, publicados entre 2019 e 2024, resultando nos quatro artigos de Almeida e Alves, Oliveira, Rocha e Fofano, Ribeiro e Jesus, além de Silva e Almeida que permitiram uma revisão integrativa que verificou o impacto que as fanfics podem trazer ao desenvolvimento da habilidade de escrita criativa em alunos do Ensino Médio como atividade pedagógica em sala de aula, especificamente em contextos relacionados ao ensino de escrita criativa ou literária com uma análise qualitativa de artigos empíricos que apresentaram aspectos positivos sobre o impacto pedagógico das fanfics nas aulas de Língua Portuguesa. A revisão integrativa permitiu compreender que o trabalho com fanfics é bastante competente no que se propõe, sendo assim relevante para a sala de aula, para o desenvolvimento das habilidades linguísticas, do processo criativo, da leitura, da escrita criativa, principalmente a escrita colaborativa.
O papel do letramento emocional no processo de aprendizagem de língua portuguesa no ensino fundamental
(2023-12-21) Costa, Diane Coêlho; Rosa, Aliete Gomes Carneiro; http://lattes.cnpq.br/9765841869399460
O processo de epêntese vocálica na escrita de alunos do Ensino Fundamental de escola pública da cidade de Recife/PE: por um projeto de intervenção
(2018-08-06) França, Andréa Maria de; Silva, André Pedro da; http://lattes.cnpq.br/0620934260898634; http://lattes.cnpq.br/5863996368620195
En este trabajo, presentaremos los resultados de la investigación realizada sobre el fenómeno de la Epéntesis Vocálica, que es una variación típica del lenguaje oral y generalmente representada en la escritura durante la fase de la adquisición, en escrituras de alumnos de la enseñanza fundamental II, como podemos observar en las palabras ritimo ~ ritmo; pineu ~ pneu; adivogado ~ abvogado, que caracterizan este fenómeno, además de proponer actividades para el aula alrededor del fenómeno. Esta investigación pretende investigar, a partir de textos escritos en contexto de aula, la influencia de las variantes extralinguísticas sobre la variación lingüística en el fenómeno fonético-fonológico en consecuencia de la Epéntesis Vocálica y la relación de la Habla en la Escritura en este fenómeno. Para ello, adoptamos un análisis cuantitativo, con base en los estudios Sociolingüísticos Laboviano (LABOV, 1972 [2008]), y de metodología inductiva de los datos retirados de la investigación de campo, realizada por medio de dos dictados de palabras, constituida de 15 palabras previamente seleccionadas. El corpus fue montado a través de la producción de alumnos del 6º al 9º año de la Escuela Estatal Cônego Rochael de Medeiros, en la ciudad de Recife-PE. Los resultados obtenidos, en este estudio, revelaron que hay la ocurrencia del fenómeno epentético en todos los años investigados, pero con el paso de los años ese índice disminuye.
O processo de interlocução e o desenvolvimento da escrita em sala de aula: reflexões de uma professora em formação
(2018-08-31) Almeida, Pâmella Fernanda dos Santos; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/0221736253779790
Taking into consideration the current reality of the teaching of text production, through a critical-reflexive view, this paper aims at contributing with the study of the development process of writing and its assessment in the classroom, based on a dialogic process between teacher and student. The specific objectives proposed in this study are the following: to identify the most recurrent writing problems in texts, produced by students in their late years of basic schooling, and to verify to what extent the interventions, applied by an under graduated teacher to these students’ texts, can in fact aid learners in their rewriting process. As theoretical basis, we have relied on the researches of Dolz, Gagnon and Decândio (2010), Marcuschi (2007), Antunes (2006), Ruiz (2013), among others. These scholars approach some relevant perspectives related to the teaching and assessment of texts, written in the school. We have adopted a qualitative research in order to implement our study, more specifically by means of an action-research investigation, whose objective was to allow the researcher the opportunity of observing and interfering in the analyzed phenomena, through interventions carried out so as to promote the accomplishment of our main study aims. As a result of the analyses developed in this research, we have been able to notice that the under graduated teacher used linguistic, textual and discursive approaches, which are closely related to the interactive process, and, consequently, such procedure has allowed us to reach highly productive reflections involving our conceptions about the teaching and assessment processes in the teaching practice. This research may be used as a valuable source of information on the way in which assessment procedures on text production in the school takes place. This study may also contribute to researchers interested in looking into how such assessments may turn out to be more than simply a process of error detection in the text. We have, thus, finalized our study in hope of having offered some encouragement to teachers, so as to motivate them to pay closer attention to their students’ texts, as well as to raise their awareness to how they should apply their assessments, when dealing with their students’ written productions. We have also intended to warn teachers about the importance of observing whether their teaching practice is actually in accordance with the studies related to the teaching of writing production and assessment processes. Therefore, teachers will eventually worry not only with the amount of production provided by their students in the classroom, but also with the quality of such productions in different discursive contexts. Furthermore, it is important to point out the fact that this research has been extremely valuable to a more comprehensive formation of my own academic development as a researcher.
Reflexões acerca do ensino da leitura e da escrita no grupo IV da educação infantil
(2025-07-11) Brito, Bruna Loreny Costa de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
Esta pesquisa teve como propósito compreender a prática pedagógica de uma professora do Grupo IV da Educação Infantil em uma creche escola localizada no município do Recife-PE, em relação ao ensino da leitura e da escrita. Para isso, nos ancoramos nos estudos de Brandão e Leal (2011), Ferreiro (2001), dentre outros, bem como nas diretrizes norteadoras da prática docente na Educação Infantil. Para tal, desenvolvemos uma pesquisa de caráter qualitativo, inspirada na metodologia de estudo de caso, e como forma de adquirir dados para investigação, observamos a prática docente durante dez dias e realizamos uma entrevista semiestruturada. Por meio da análise dos dados obtidos constatamos uma consonância entre a teoria abordada e o trabalho docente analisado. A professora desenvolveu práticas centradas em experiências potencialmente lúdicas, na interação criança-criança, criança-adulto, criança-ambiente e na construção de propostas didáticas que favoreceram a aprendizagem da leitura e da escrita de forma significativa às crianças de quatro anos da Educação Infantil.
A utilização do poema como incentivo ao desenvolvimento da leitura, interpretação e escrita
(2018) Silva, Lucidalva Avelino da; Oliveira, Ana Paula Andrade de; http://lattes.cnpq.br/8433369549685490; http://lattes.cnpq.br/7297428004982413
This work, anchored in the works and legacies of poets, singers and authors of popular literature, aims to expose the importance of using this modality of expression, in the form of popular poems, in classrooms, as a way to promote the habit of reading and writing skills. These poems portray life, nature and the reality of the field -often in a comic way -which greatly facilitates the assimilation and interpretation of content. With emphasis on the Zona da Mata, more precisely in the city of Nazaré da Mata, popular literature will be used as a support tool that encourages reading, writing development and correct interpretation of texts. At the same time as it pleasantly encourages learning, it helps in the formation and preservation of a unique popular culture, culminating in a secondary language, very similar to a dialect, with an extraordinary wealth of readily absorbed words and adages, which translate the genius of the wisdom of ordinary people. Another relevant aspect will be the identification of terms and expressions that may constitute and enhance the regional lexicon, also based on the analysis of the works and respective authors described in this project,associating them with the corresponding terms or words of the Official Portuguese Language. Thus, the conception of the present work seeks to use the parallelism between classical and popular literature (represented by the poetry that characterizes it, with the genius and creativity of the wisdom of the people) to subtly fix the most basic grammatical rules.
Vocalização da lateral /l/: um estudo acerca do fenômeno na escrita escolar bonitense
(2023-04-04) Andrade, Janaína Maria de; Paim, Marcela Moura Torres; http://lattes.cnpq.br/7491110175871163; http://lattes.cnpq.br/5201552814634619
El presente estudio es el resultado de reflexiones teóricas y metodológicas sobre el proceso de vocalización de la lateral /l/ en posición de coda silábica en la escritura de alumnos de la Enseñanza Fundamental II del municipio de Bonito-PE. Aquí nos proponemos analizar esta desviación fonológica en la escritura e investigar la ocurrencia de procesos fonológicos relacionados con la vocalización en posición de coda silábica que intervienen en la escritura ortográfica, verificando, así, las posibles causas que desencadenan el proceso fonológico de vocalización de la lateral en esta posición. Nos apoyamos en la Teoría de la Lingüística y la Variación Lingüística, utilizando el marco de Câmara Jr (1998), Faraco (2012), Hora (2006), Hora, Pedrosa y Cardoso (2010), Mollica (2003), Morais (2003 y 2007), Pedrosa (2012) y Zilles & Faraco (2015). El corpus de esta investigación consistió en entrenamientos de ortografía y dictados llevados a cabo en el ambiente mencionado, a partir del método inductivo y análisis cuantitativo consecutivo de estos datos. Los resultados apuntan que estos procesos de vocalización son, en su mayoría, derivados del hecho de que existen procesos de reflejos desde el campo fonológico al campo de la escritura. Además, las desviaciones ortográficas tienden a disminuir a medida que avanza el nivel educativo, ya que, entre las 1600 palabras analizadas, la vocalización lateral ocurrió 200 veces en el 6° grado y solo 96 casos en el 9° grado. También hay que señalar que ambos grupos variaron más las palabras en las que la lateral estaba en posición de coda medial. En este trabajo, nos centramos en una observación de los datos obtenidos en esta investigación y su trascendencia en el contexto escolar.