TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
Navegar
3 resultados
Resultados da Pesquisa
Item As práticas de letramento em um espaço não escolar na cidade de Serra Talhada(2021-09-29) Santos, Eliene Pereira dos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/6088305144293920This study aims to investigate levels of initial reading instruction and literacy of employees of a private company in the city of Serra Talhada – Pernambuco, seeking to carry out an analysis of these literacy processes in non-school practices. The methodological option is reframed in a case study, because we made the study of a particle case through a qualitative method. With this purpose, the theoretical basis is based on research by Tfouni (1998), Street (2012), Soares (2002; 2004), on the notion of initial reading instruction and literacy, Mendonça and Bunzen (2015), Albuquerque (2007), Xavier (2007), Brasil (2018) and Mendonça and Leal (2007), for literacy in informal environments and in the discourse of education. The research corpus consists of questionnaires answered by company employees, about literacies in the workplace and also school experiences. The hypothesis of our study that non-school environment would not be conducive to the development of workers literacy was corroborated by the results, which indicate, based on responses collected and analyzed from the interviewees, that the investigated environment does not offer subsidies for the development of reading and writing skills, in addition to those necessary for the signing of documents.Item 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/6632560254241093This 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.Item 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/3145353361385921This 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.