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
Navegar
6 resultados
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 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 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 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.Item Ensino de produção textual: análise de livro didático de ensino médio(2019-01-17) Barbosa, Marillya de Moraes Monteiro; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/4089003711471508The present work had the objective of doing a descriptive analysis of activities of textual production of a High School of Portuguese Language in textbooks, verifying how the pedagogic proposal contributed to the writing of students. Considering that the textbook is one of the main pedagogical methods used in the Portuguese language classes and that the teaching of writing is directly connected with the development of the communicative competence of the students, we seek to establish a relation between the practices of teaching of writing suggested by the textbook and the developing literacy of the individual. Based on Choppin (2004) and Fernandes (2010), we conceptualize and define the characteristics and importance of the textbook. We agree with the teaching of writing based on the concepts of text genre presented by Marcuschi (2005), Bakhtin (1997) and Souza (2011) and of literacy addressed by Soares (2009) and Kleiman (1995). Concerning the teaching practices, we brought the studies of Antunes (2003 and 2009). An analysis of a chapter of the textbook "Portuguese: Context, Interlocution and Sense", by the authors Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre and Marcela Pontara, which deals of the textual production of the short story, genre checking how it approaches this issue if and the proposed activities contribute to the didactics of the teacher and the student’s literacy. s verified that in the teaching of writing the book presents proposals of activities that contribute to the written literacy of the students besides offering an interactionist conception of language, presenting a social contextualization of the texts used, with interpretation activities that approach diverse language aspects, being a relevant source of information and training for students and an important didactic support for teachers.Item A abordagem da variação linguística no livro didático: uma análise da coleção português: linguagens, de Cereja e Magalhães (2013)(2018-02-20) Alves, Josefa Edjane Cordeiro; Guedes, Niege da Rocha; http://lattes.cnpq.br/9891874919262555; http://lattes.cnpq.br/1122387175534706This study does a qualitative research of the bibliographical type when analyzing as a collection of textbooks intended to the High School – Português: linguagens, de Cereja e Magalhães (2013) – it approaches the phenomenon of the linguistic variation. During the construction of the theoretical reference of this work, we focus on the variation and the issues involved on it, establishing as references the works of Bagno (2002, 2007, 2009), Castilho (2004), Faraco (2004), Lucchesi (2004) and Rodrigues (2004). As our study object has a direct relation with the teaching-learning process of Portuguese Language, in the second section of this work, we discuss the teaching of Portuguese and the role of the textbooks, having as basis, among others, the studies of Antunes (2003, 2007, 2009), Geraldi (1997), Dionísio (2005), Soares (1998) and Travaglia (1996). Starting from the analysis, it was possible to verify that the collection approaches the linguistic variation in a positive way, because of the evidence as a natural phenomenon, refuting, in various spaces, the veracity of prejudiced information which reinforces and reproduces the linguistic prejudice, though it has applied some reproductive expressions of the prejudiced vision which rules in the society and makes people believe in the existence of better and more beautiful linguistic variations than others.