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
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2 resultados
Resultados da Pesquisa
Item Análise do currículo do Estado de Pernambuco quanto a presença e abordagem dos gêneros textuais(2019) Silva, Jainy de Noronha; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/5308203030677585This work investigated how textual genres are being treated in the Pernambuco Curriculum in relation to the Early Years of Elementary Education. To better develop the research, we adopted a curriculum concept as a cultural artifact where there is a dialogue between socially constructed knowledge and school knowledge (SILVA, 2007; MOREIRA; CANDAU, 2007). Likewise, we take as a base, a conception of language and language based on the notion of textual genres as human interaction and cultural and cognitive form of social action (BAKHTIN, 1997; SOARES, 2002; GERALDI, 2011; MARCUSCHI, 2008). The research has a documentary character, as it analyzed a document officially recognized by the State with the aim of showing the information contained in it in another way and enabling access to the maximum amount of information qualitatively (BARDIN, 1977). The Language Notebook was analyzed, more specifically the part referring to the Portuguese Language Curricular Component. Through the data obtained, we found, initially, that the document brings a more current perspective of the curriculum which perceives it as a cultural element capable of articulating the proposed with the lived and that goes beyond the prescribed. Then, we note that the document is in line with the most current studies on the teaching of the Portuguese language, based on reference authors, although some terms are not properly developed. We also identified that the Curriculum encourages work with genders from the four axes of teaching the Portuguese Language - Reading, Text Production, Orality and Linguistic Analysis - although it does not guide the articulation between these axes. In addition, it directs the teacher to work with the diversity of textual genres belonging to different fields of action, giving suggestions of genres to be worked on and following a progression from the 1st to the 5th year. We saw, finally, that the document addresses so many social aspects, as formal and linguistic of the genres, observing a slight emphasis on the identification and reproduction of the forms of composition of the genres. Given these data, we conclude that the Pernambuco Curriculum assists in the appropriation of different genres, but the teacher must have a posture of professor-researcher and investigate the document critically and reflexively in his readings, not having it as a principle of his practice, but as one of the means that guides the didactic paths of your classes.Item Letramento escolar e letramento social: convergências ou divergências no contexto escolar?(2019) Silva, Edla Clarisse Dantas da; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820The current studies on the Portuguese Language provoked and provoke several discussions about the teaching of this discipline and among them the ones that turn to the thematic one about the literatures stand out. In this theme there is also a discussion about the relationship that must occur between school literacy and social literacy. The conceptualization of school literacy and social literacy derives from the understanding that the actions and functions of reading and writing vary according to the context in which the reading and writing practices occur. Based on this perspective of literacy study, we propose to carry out a study to know if there was a relationship between the school literacy practices and the social literacy practices of a school community, including students, teachers, parents of students and other members of this context. We sought to identify what events and practices of reading and writing were carried out by them, inside and outside the walls of the school and what conceptions they had about the social function of the school. The theoretical basis was constituted by readings made in: SOARES (2004,2008), ROJO (2009), TFOUNI (2010), KLEIMAN (2008, 2010), STREET (2014), TERRA (2013), PARÂMETROS CURRICULARES NACIONAIS (PCN, 1997), PARÂMETROS CURRICULARES DO ESTADO DE PERNAMBUCO (2014), YOUNG (2007). We characterized our research as field with a qualitative approach (MARCONI;LAKATOS,2011,p.69). This study has brought us the certainty that reading and writing practices are context-specific and that the requirement for convergence between these practices, especially as regards the anchoring of these practices, is far from being realized.