Licenciatura em Letras (UAG)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2959

Siglas das Coleções:

APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Resultados da Pesquisa

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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/9098086086244833
The 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.
O ensino da oralidade para os anos finais do ensino fundamental na Base Nacional Comum Curricular e no Currículo de Pernambuco: encontros e desencontros
(2019-07-19) Cordeiro, Leidiane Raimundo; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/1450021936246179
The present coursework sought to investigate the proposals for oral teaching in the Base Nacional Comum Curricular (BNCC) and Currículo de Pernambuco (CP), with the specific objectives of: a) identifying the teachable dimensions of oral included in these official documents; b) to verify if there is an alignment between what BNCC proposes and the Pernambuco Curriculum for oral teaching; c) to understand the possible implications of the guidelines of these documents for the development of oral expression of students. For this purpose, we use as a theoretical contribution the studies on the orality of authors such as Dolz, Schneuwly and Haller (2004), Marcuschi (2004, 2005) and the teachable dimensions of oral, based on Leal, Brandão and Lima (2012). In order to respond to the objectives of this research, we observed in detail the two documents, using as a methodological contribution, documentary analysis (LÜDKE and ANDRÉ, 2012) and content analysis (BARDIN, 2011). With the analyzes, we verified that the teachable dimension of the oral one more approached in the two documents was the production and comprehension of oral genres and that there is a progression in the suggested abilities for the oral teaching, mainly in those that correspond to the education of the 6th to the 9th year. It was also verified an alignment of oral teaching proposals in both documents and that, for oral expression of students, the priority is for the development of oral language skills from the understanding and production of oral genres of the public sphere formal.