TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Item Análise da estrutura tópica nas aulas de produção textual: uma proposta metodológica de ensino(2020-09-17) Araújo, Adan Smith Soares de; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/1706053015227027Item O leitor literário no primeiro ano do ensino médio: a interação entre aluno e texto a partir de contos de mistério(2019) Lima, Moniza Dark Mendes de; Almeida, Maria do Socorro Pereira de; http://lattes.cnpq.br/3185435491287172; http://lattes.cnpq.br/5670635914769712This paper has as purpose to identify the causes of the distance of the student from High School of the literary text and think about the importance of these texts in the interaction between student and book, so that we can establish methods that contribute to the approximation of the students with the narratives by the Reading and the analyze of mystery tales to stimulate the interest of these readership to readings more complex, for example a novel. That way, it was necessary to comprehend how the process of the schooling of Literature was and how it is worked at school in now days, problematizing the obstacles of the development of the literary literacy and highlighted some of the specificities of the beginner student of that school time. We adopted the mystery tales “As Formigas” and “Venha ver o pôr do sol” by the Brazilian author Lygia Fagundes Telles, as indication of reading to be done in the classroom with this beginner public, because we comprehend these types of narratives allow the development of a work that permits the learners comprehend the characteristics of a narrative text, in order to provide an experience of reading able to assist the student’s formation while reader and captivate them. It was necessary an approach about the tales and its narrative characteristics, so we could analyze the tales previously mentioned better. This paper is defined as bibliographic and we based in in the studies of the authors like Almeida (2014/2018), Cadermatori (2009), Candido (2004), Carvalho (2017), Cortazár (1993), Cosson (2006), Gotlib (2006), Moisés (2006), Zilberman (2009) among others, aiming to comprehend how the Literature teaching and the work with literary texts are developed and can be modified by the proposal that concerns the literary literacy with the help of mystery tales. This way, we realized the importance of the work with texts in the process of reading and the interaction between student and literary book.Item Análise sobre world englishes e heterogeneidade linguística no livro didático circles 3(2019) Sousa, Gabriel Silva e; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9288114223375223The main objectives of this research are to analyze and to reflect on the presence of World Englishes and linguistic heterogeneity in the textbook Circles 3, evaluated and approved by the Programa Nacional do livro Didático - PNLD (2016) and used at schools in the city of Salgueiro – Pernambuco state, Brazil. We also analyze its proximity and distance to the concepts found in the Orientações Curriculares Nacionais para o Ensino médio - OCEM and the theoretical framework adopted in the textbook. In order to do that, the works of Kachru (1985), Rajagopalan (2005) and Leffa (2016) served as the bases for our analysis, for they discuss the teaching and role of the English language in the world. We also consider the legal bases for secondary education, Brazil (2006), which deal with the importance of language teaching concerned with raising awareness about the manifestations of linguistic heterogeneity as an important aspect of citizenship education, since the document was still valid at the moment of the evaluation and approval of the textbook analyzed in this study. The corpus of this work resulted from the experience in a school as part of our English teaching practicum, when the textbook itself was the center of our practices. As for the methodology, we used the description and analysis of the activities, focusing on the listening skills, for the audio files chosen corroborates with the theories that worked as guiding lines of the textbook. As results, we found the materialization of the World Englishes and aspects related to linguistic heterogeneity, however these manifestations occur only in three units and not in a reflexive way, in the other five they are present, but there is no practical reflection on the English language and its variations. We found that there is a distance between the proposal to focus on the Englishes of the world as a discussion and its materialization in the textbook exercises. In the process of description and analysis, through the reality of the English language in a global and heterogeneous context, we emphasize the importance of the dialogue between textbook and citizenship education geared to a critical and reflexive awareness of the various contextual, cultural and geographical facets of language.