TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Item 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/1838617822290322This 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.Item 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/2227300265506033This 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.Item 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/3875671872212548This 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).