TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
Navegar
3 resultados
Resultados da Pesquisa
Item Oralidade e ensino: um estudo da abordagem oral nas práticas de ensino de Língua portuguesa do 9º ano(2018) Madeiro, Jânia Antas; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work aims to analyze some questions about orality in the teaching of the Portuguese language in a School of Basic Education. In order to do this, we seek theoretical basis in the theoretical postulates of Marcuschi (2007), Marcuschi and Dionísio (2007), Fávero, Andrade and Aquino (2000), in the National Curriculum Parameters of Portuguese Language (1998), among other researchers that address and reflect questions related to the theme. We present the state of the art of research with the purpose of investigating what has been discussed about Orality and Teaching nowadays and we seek to know the difficulties presented in pedagogical practices and the teachers' perceptions about this teaching. For that, we carried out a qualitative research, characterized as a case study, in the 9th grade of the State School of Elementary Education Minister Alcides Vieira Carneiro in the city of Princesa Isabel-PB. As methodological procedures we used the triangulation of data, since we observed the pedagogical practice, the oral genres of the 9th grade Portuguese collection: Language of authors (CEREJA;MAGALHÃES, 2016) besides the questionnaire intended for teachers, to better understand the entire context of teaching of orality in this locality. And, finally, the analysis, by observing the practices performed in relation to the theoretical reference and other data collected: i) the results of the analysis on the formal oral textual genres of the collection used; ii) the teacher's conceptions about orality. Thus, the first results confirmed our hypothesis that the work with orality in schools is still considered irrelevant and we conclude that orality is still an extremely neglected axis in pedagogical practices, due to the valorization of writing.Item Um comparativo entre aulas de língua inglesa: abordagens audiolingual e comunicativa no ensino médio(2018) Leite, Gustavo Saulo Alves; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9461088696751451This work aims to demonstrate the disparities and similarities established between theory and practice of classes that happened in the audiolingual and communicative approach. The class based on the audiolingual theory was taught in the class “A” of the 1st year of high school, while the class based on the communicative theory was taught in the class “C” of the 1st year of high school, the both happened in a public school of Paraíba. To build this search we resort to Leffa (1988), Brown (2001), Uphoff (2008), Holden (2009), Larsen-Freeman e Anderson (2011), Oliveira (2014), Cunha (2016), Rodrigues (2016). Beyond we made some reflections that comes from the OCEM (The national curriculum guidelines to the secondary school), in order to present relevant considerations to the teaching foreign language. The lessons plans madein both of the approaches of this search serve as a guide to build of our methodology. Stillevaluations were done with some students of two classes, proposing that they exhibit considerations about the classes.Despite a free report, to give a way to the student, we formulated a motivating question: “Expose your opinions about the class. How it was your participation? If the class was attractive? What was the moment that you liked much? The class was motivating?” In our corpus that we got by the active opinion of the students, we can note that the relations between theory and practice of both approaches revealed aspects that made them, so different in theory, similar at the moment of the students evaluation.Item Alfabetização e letramento em turmas multisseriadas: um estudo sobre as práticas pedagógicas no município de Calumbi - PE(2019) Silva, Aiane Erica da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work aimed to understand the teaching practice in the multi-series classes, in order to identify what strategies teachers develop to deal with the learning levels of each student. Specifically, it aims to: a) understand the theoretical-methodological referrals of the teacher; b) to improve our understanding of Field Schools and to reconstruct our imaginary about the education given there; c) characterize the pedagogical actions during the literacy phase and for this, we seek to base the theoretical postulates of Mendonça (2007), Hage (2006), Magda Soares (2004), among others. In order to do so, we carried out a case study, based on the qualitative research, with an ethnographic nature, with emphasis on the pedagogical practices carried out by two teachers of mutisseriado teaching, inSchool of the Field, specifically in the municipality of Calumbi-PE. Methodological procedure, we used reports of classroom observations and an interview, in addition to collecting both bibliographic and observational data during the pedagogical practices carried out. The results pointed out that it is possible to reach the quality of education in the multi-series classes, through educational practices that use different methodologies, and that provide both the literacy development and the literacy of each subject, in order to recognize reading and writing as practices social, and which is perceived as part of society and can contribute to social transformation.