Licenciatura em Pedagogia (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2961
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
Navegar
Item Ensino da produção de texto: o caso do livro didático “Ápis-letramento e alfabetização”(2018-08-31) Lima, Magda Vitória dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/0023535792004826The present work is an analysis of the approach developed for teaching textual production in a textbook from elementary school's 3rd grade. We aim to: Identify proposed writing activities in the textbook; Investigate whether these activities involve the writing of different textual genres; Observe whether these activities thoroughly describe all composing elements of the proposed textual production context and whether they promote deeper reflection on those elements from students; Analyse whether these activities go through all different steps for textual production: planning, storming ideas and text revision. In order to get a better grasp on our object and analyse the data, we based our studies on the work of Leal and Brandão (2007), Silva and Melo (2007a; 2007b), Leal and Melo (2007), Soares (2004), Dolz and Schneuwly (2004) and Antunes (2003), which largely discuss on textual production activities and how to teach writing. The present work developed what can be classified as a documental research, as suggested by André and Ludke (1996), and quanti-qualitative (that is, simultaneously, quantitative and qualitative) as suggested by Malhotra (2001). The analysed textbook was Ápis: Letramento e Alfabetização, which is used on the majority of schools in the city of São João-PE. We analysed all 11 activities specified on the section dedicated for textual production while verifying how work was developed for this branch of teaching. The data analysis showed that, despite the fact that students were asked to produce different genres and were exposed to examples of these, the situations proposed for production, in their vast majority, did not represent real writing practice, they only had didactic purposes. Also, the activities do not supply enough information and orientation on the characteristics of the genre for production, as well as on how to develop the theme, how to plan the writing itself and how to revise and edit the final text. We conclude that the analysed book does not hold textual production teaching practice as seen in the literature of the field, which ultimately incurs on poor motivation and support for writing. In this case, teacher's intervention becomes essential, as an alternative to modify and complement proposed activities available in the textbook.Item Um estudo sobre o gênero textual notícia sob a perspectiva do letramento social, do letramento escolar e da retextualização no ensino fundamental(2019-04-26) Souza, Cristiane Galindo Gonzaga de; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820The current discussions about the teaching of languages, particularly about the teaching of the Portuguese language, have led us to emphasize two present theoretical-methodological trends: the conceptions on literacy and the theory of text genres. Thus, based on both these conceptions, our purpose in this paper is to implement a study concerning literacy and retextualization in Basic Education, making use of “news” as our focal text genre. We aimed at developing the skills of writing production and writing comprehension, through pedagogical activities of retextualization, carried out in classroom context, with students of the 6th grade from an elementary school. These students were regularly registered in a municipal school in the outskirts of the city of Garanhuns - PE. Our theoretical basis included the works of Soares (2004; 2008), Marcuschi (2007; 2008; 2010), Kleiman (1985; 1995; 2007; 2008; 2010), Tfouni (1995; 2010), Carvalho (2014), Rojo (1998; 2009), Terra (2013), PCN (1997), Silva (2007), Santos e Carvalho (2012) e Dickson (2018). In order to achieve our general purpose, we developed a field research (MARCONI and LAKATO, 2011), with a qualitative approach (NEVES, 1996), from a daily social practice, involving the subjects of this study. These subjects actually share the everyday experiences of all social groups who belong to a graphophonic society, where members usually hear or read the pieces of news and, afterwards, retell them during their social interactions. By means of an assessment, realized to find out how much the subjects already mastered, out of our proposed text genre, we complemented the characteristics of the selected genre, so as to propose a few pedagogical activities of retextualization. With exception of the writing production, related to the first and to the last activities, for the other tasks, we proceeded with the following sequence: reading; comprehension of local or regional news, which had been experienced by the students at that moment, and then these students, acting as reporters, were asked to convey to us the same piece of news, in written form. We were able to observe, out of the analyses and discussions we had previously conducted, that deriving from a social literacy, that is, from the amount of knowledge which the student already has, uses and masters of a particular text genre, as well as the contents, experienced by the students, and based on the extra linguistic-text-discursive knowledge that we have managed to offer them, a clear improvement in the learning process of the Portuguese language in fact took place. Such improvement has become evident through a gradual higher similarity with the actual studied genre, not only in the written mode of the language, but also in relation to its linguistic-text-discursive use, also necessary and expected for a successful accomplishment of students‟ formal school literacy.