TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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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 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/3145353361385921Education 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.