TCC - Licenciatura em Letras (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2960
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Resultados da Pesquisa
Item Análise do tratamento dado à gramática em um livro didático de 3° ano do ensino médio(2019-07-26) Soares, Maria Fernanda; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171This research aimed to analyze how the teaching of grammar is presented with in a third-year high school book, identifying what type of grammar is brought in the textbook, since the last year of high school is understood as decisive in the life of Students. The analysis was performed through a mapping of the support, and three activities offered in textbook were chosen to be observed as the teaching of grammar is willing, respectively of the first and second unit, because the third and fourth do not present Grammar, but linguistic analysis Mendonça (2006). The notions of grammar presented in this research that gave basis for the analyses were from Travaglia (2009). The discussions about the teaching of grammar at school were based on the texts of Possenti (2012), Vieira (2013, 2018) and Brazil (1998). The methodology used was a qualitative analysis Cordoba & Silveira (2009) and Flick (2009), also of documentary Nature Lüdke and André (2012). Finally, data analysis can be understood that the normative grammar is the most used in the classroom, and it is interesting to note that the use of textual genres as a base for their teaching makes them easy to understand in the teaching Learning process.Item Implicações pedagógicas em atividades no livro didático de língua portuguesa(2019-07-11) Miranda, Jéssica Paranhos de Lucena; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631The teaching of Portuguese Language constantly brings reflections and positions so that the teaching and learning process can be implemented in an innovative way through methods and techniques aimed at the evolution of education. In this context, this study aims to present the implications of the process of teaching Portuguese by textual genres through reading in a Textbook. Among the authors that stand out on this subject is Irandé Antunes, who exposes implications in the classroom for writing, speaking, grammar and especially reading, providing the thought that the teaching process should be unique. Thus, the methodological process is through a qualitative research with exploratory and explanatory methods as theoretical basis in the conceptions of Irandé Antunes (2003), which contextualizes methods to combat the existing implications. The analyzes were performed in a 6th Grade Textbook, which identified reading implications that consolidates the existence of care with the development of activities that do not benefit the teaching and learning process, thus confirming that there are implications in textbooks still in contemporary times even with the constant educational strategies to effect a quality education.Item Reflexões sobre o ensino de produção textual : uma análise do que propõe a base nacional curricular comum para os anos finais do ensino fundamental(2019-02-15) Araújo, Ubiralange Virgínio Nunes de; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/3056116470173462This work has as an objective to reflect on how the textual production is treated on National Common Curricular Base – BNCC (2017). The research fits as qualitative, bibliographical and documentary, justified on the basis of BNCC’s document. Especifically, we focused analysing on how this document directs the teaching skills of elementary school on its final years. Therefore, we took as a basis the following authors: Antunes (2009); Koch e Elias (2009); Dolz, Gagnon e Decândio (2010) among others, to address issues relating to textual production and other related topics. The analysis of the document showed that, the exis of textual production is presented in a way that takes the teacher to work with the portuguese language following the perspective that writing is not something tight, but interactive, systematic and procedural. Finally, this work led us to understand that the BNCC points out proposals for the development of skills that are essential for student’s life, in a way that the student has an active, integral and relevant learning for the social life.