TCC - Licenciatura em Letras (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2960
Navegar
5 resultados
Resultados da Pesquisa
Item Análise das orientações do currículo de Pernambuco para o trabalho com a variação linguística(2019-12-13) Cavalcanti, Paloma Agrelis; Lima, Emanuelle Camila Moraes de Melo Albuquerque; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/9098086086244833The present work will analyze the work with a linguistic variety in the Pernambuco Curriculum, a document created in 2019 and which serves as a guide to the pedagogical work in the Elementary and Secondary Education. The work analyzed only the final years of elementary school (6th to 9th grade), observing the linguistic variation in the skills that the document proposes in its Curricular Organizer. To accomplish this research, we used as a theoretical and methodological framework the Variationist Sociolinguistics, which had as precursor Willian Labov (2008) and Educational Sociolinguistics, with the authors Bortoni-Ricardo (2005) and Sgarbi & Roncália (2011). In the analysis of the document we noticed some of the skills within the four proposed axes - Reading axis (twelve skills), Textual Production (four skills), Orality (four skills) and Linguistic / Semiotic Analysis (four skills). These axes observe the linguistic varieties, considering the whole apparatus that the student already brings with him, the communicative context of the activities and texts worked in the classroom, and the work to enlarge the repertoire of this student, considering all the variations of the Portuguese as authentic and legitimate.Item Gêneros textuais em sala de aula: a charge em atividades para compreensão e interpretação de textos verbais/não-verbais(2019-10-23) Santos, Daniele de Oliveira Honorato; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631This monographic work, which starts from the pedagogical project experienced in the Institutional Program for Teaching Initiation Scholarship (PIBID), entitled the importance of textual genres in the construction of a critical subject, aimed to prepare students to interpret and understand the content and the intentions of the text making use of charges in the classroom. It also emphasizes the importance of reading in the learning process. The choice of this genre was due to the fact that it is a field that has been increasingly consolidated in scientific research, for having a positive effect on pedagogical practice and also for being a genre that is present in people's daily practices, circulating in newspapers, websites, etc. Thus, we can not fail to highlight the importance of textual genres in the teaching / learning process, as their dynamism provides an interdisciplinary work that helps to enhance the linguistic and discursive development of students. Within this perspective, we have the comic books (comics) that, with their different language is increasingly gaining space in the school curriculum and the sympathy of teachers. For a better discussion, we use authors such as Antunes (2003), Marcuschi (2008), Dikson (2018), Ramos (2009), among others. The methodology consists of action research, qualitative, with corpus centered on activities performed by students during the realization of the pedagogical project. Therefore, we believe that the teacher also plays a very important role in the performance of his students, because it is up to him to elaborate relevant didactic strategies. As for the results, we show beyond the data analyzed, that the work with the cartoons can be very promising in the classroom, because it allows the student conditions to perform activities more easily and competently, as their communicative capacity is increased through reading of various texts.Item Discurso (i)legítimo na BNCC?: contribuições críticas investigativas sobre o documento(2019-07-19) Silva, Anderson Leandro Gama; Lima, Angela Valéria Alves de; http://lattes.cnpq.br/4075380055242993; http://lattes.cnpq.br/6584540291076388The present work aims to investigate if there is a presence of illegitimate discourse as a form of discursive manipulation in a document that guides and directs the Brazilian education, the National Curricular Common Base (BNCC). The research collected data through the first version of the document and the approved version, using as a theoretical methodological approach the contributions of Fairclough (1995, 2001, 2003), Chouliraki and Fairclough (1999) and the power relations in this discourse proposed by van Dijk (1997, 2010, 2012) and Falcone (2008). In the light of the Critical Discourse Analysis and with three-dimensional analysis method, we investigate if the BNCC is interspersed with discourses with ideologies prone to affirm inequalities and contribute with an antidemocratic and individualistic world view. On a watchful eye to the rights of learning, and now general competencies of the National Base, we intend that this work contributes in a significant way to clarify doubts and certain insecurities related to the discourse proposed by the document that is part of school routine in the whole country.Item Análise do tratamento dado à variação linguística em um livro didático de língua portuguesa(2019-07-30) Lopes, Fernando José Valença; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/2655392880923714The language we speak does not have a single form. It is heterogeneous and full of variations. Suffice to just observe how we use language in order to realize that one person does not speak the same way as another. This variation is justified by the linguistic and extralinguistic factors that influence the form of communication of each speaker. The main objective of this paper is to analyze the treatment given to linguistic variation in the Portuguese language textbook. The research is characterized as one of qualitative, bibliographic and documentary nature, being justified by having the textbook as the basis of data collection. More specifically, we will approach the sociolinguistic studies, observing the forms of language variation and applying the content in the analysis of the material. To highlight, we have based our research on the following authors: Labov (2008), Tarallo (1986), ILARI and BASSO (2006), González (2015), among others, to deal with questions related to linguistic variation and the textbook, besides other correlated themes. The analysis of the textbook revealed the linguistic variation present in the analyzed chapter in such a way as to describe the forms of variation, but still limiting itself to how variation should actually be presented. Therefore, we must recognize that it is already an advance to have the presence of this theme, explained in the didactic material. Thus, it becomes pertinent to enhance the fact that language should not be treated as a homogeneous phenomenon, and that teachers should assume a heterogeneous posture, in relation to the way they deal with linguistic variations, in their teaching process.Item A progressão dos gêneros da ordem do argumentar no livro didático de língua portuguesa(2019-07-19) Barros, Delmira Yane; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/5922055242333315The present work is a study about the progression of argumentative genres located in the most used primary and secondary school Portuguese textbook collections in the municipality of Garanhuns-PE (one from elementary school, final years, another fom high school), starting from the idea that the textbook is a tool of importance in teaching and learning. We use, as a theoretical contribution, the concepts of grouping and progression of genres proposed by Dolz & Schnewuly (2004); and the concept of textual genrer proposed by Marcuschi (2001) and the considerations on the teaching of argumentation proposed by Ribeiro (2009). To do so, the project consisted in a documentary research, whose objectives are to identify the argumentative genres in the collections, to point out the articulated axes in the course of the work with these genres, to verify the progression between the levels of education of these genres and to indicate the possible effects of these collections on developing the students' ability to reason. Our methodology is based on a documentary research (LÜDKE & ANDRÉ, 2012), since we perform a general mapping of the genres present in both collections, trying to identify the grouping and observe the progression of the argumentative genres. The results found here showed, about to progression, that the genre opinion article and the genre of school writing are the genres that remain frequent in all volumes of the collections, the first in the Elementary School collection and the last in the High School collection.