TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Resultados da Pesquisa
Item O tratamento da variação linguística na Base Nacional Comum Curricular(2022-05-27) Ramos, Samara Morato; Silva, Noádia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/7855701304639538O ensino de língua materna esteve por muito tempo centrado no mito de que no Brasil só se fala uma única língua, com isso, a escola acabava desconsiderando as variedades linguísticas que fazem parte da realidade social. Contudo, desde a publicação dos Parâmetros Curriculares Nacionais (BRASIL, 1997), as orientações oficiais recomendam o reconhecimento e respeito às variedades não padrão existentes no país, princípio que é confirmado no texto da Base Nacional Comum Curricular (BRASIL, 2017). Neste trabalho, realizaremos análise documental de natureza qualitativa e base interpretativista, usando como corpus de pesquisa a versão homologada da BNCC, tendo como objetivo central analisar o tratamento dispensado ao fenômeno da variação linguística em todos os eixos de ensino do componente língua portuguesa no ensino fundamental II (6º ao 9º ano). Para tanto, o trabalho se fundamenta em aportes da Sociolinguística Educacional, através de autores como, Bagno (2003, 2006, 2007) e Coelho et al (2015). Nossos resultados apontam para o fato de que há referências à variação tanto entre as competências do componente língua portuguesa quanto em habilidades de todos os eixos, entretanto, é apenas no eixo de Análise Linguística/Semiótica que a variação linguística figura como um conteúdo a ser abordado, porém de maneira pouco aprofundada.Item Leitura na sala de aula nos anos finais do ensino fundamental: da teoria à prática(2022-05-25) Silva, Gisele Daniele da; Silva, Fátima Soares da; http://lattes.cnpq.br/7598291218130743; Não localizadoThis research aimed to analyze the approaches used by teachers in the classroom to encourage the practice of reading, based on the guidelines proposed in the National Common Curricular Base (BNCC, 2017) of elementary school for final years. To this end, this study relied on some theorists, including Bagno (2007); Freire (2003); Soares (2002); Solé (1998); Travaglia (1998), among others. In the first phase of the research, a documentary analysis of the National Common Curricular Base (BNCC) carried out in order to observe the competencies and abilities proposed for the 9th grade classes of elementary school. In the second phase of the research, data collected through a semi-structured interview with the teacher of two classes and questionnaires applied to the students of these classes in a public school in a village in the municipality of Flores in Pernambuco, in order to analyze whether the proposals in the BNCC were being contemplated in the classroom. It was evident from the data analysis that there is still a need for a meaningful reading education that contributes to the formation of a reader who really understands what he or she reads.Item O ensino de língua portuguesa: uma pesquisa documental a partir das novas orientações da BNCC(2021-02-23) Bezerra, Avellyne Rafaela Nogueira; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work intends to know the historical path of Portuguese Language teaching, highlighting the documents that organized it in the axes of basic education and high school, and also characterizing language teaching today. We based ourselves on theorists such as Soares (2004), Zanini (1999), Geraldi (1984), Brakling (2002), Azevedo, Damasceno (2017), Santos, Melo (2019) and other researchers who deal with and discusses the theme in evidence. And also, according to the federal curricular documents, like National Curriculum Parameters - PCN (BRASIL, 2000; 2002), Curricular Guidelines for high school - OCEM (BRASIL, 2006), we aim to present a little bit of the Portuguese Language teaching path, its Participation as a discipline and as one of the components of the National Common Curricular Base - BNCC (BRASIL, 2018), based on the reflections provided during the initial formation of the Language Course, more specifically in the subjects of High School Practice II, and Supervised Internship Mandatory in the Portuguese Language I and III, according to the guidelines for teaching textual genres in the various teaching axes. We will make the use of documentary research for this first survey with contributions from bibliographic research, culminating in a theoretical path about the official curricular prescriptions concerning these curricular documents. The results reflect that although it is similar to the previous documents (BRASIL, 1997; 1998) the new documents aim to adapt the Brazilian curriculum to the recent advances in information and communication (digital) technologies, as guided by the Portuguese language practices, previously seen, by the PCN, with only three large blocks, which are: Oral Language, Written Language and Analysis and Reflection on the Language. Today at BNCC, they are grouped into four large blocks, Reading, Text Production, Orality and Linguistic / Semiotic Analysis.