04. Unidade Acadêmica de Garanhuns (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2947
Os trabalhos que compõem as coleções desta comunidade pertencem à produção científica da antiga Unidade Acadêmica de Garanhuns (UAG) da UFRPE entre os anos de 2018 e 2019.
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5 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.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 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 Reflexões sobre o ensino de produção textual : uma análise do que propõe a base nacional curricular comum para os anos finais do ensino fundamental(2019-02-15) Araújo, Ubiralange Virgínio Nunes de; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/3056116470173462This work has as an objective to reflect on how the textual production is treated on National Common Curricular Base – BNCC (2017). The research fits as qualitative, bibliographical and documentary, justified on the basis of BNCC’s document. Especifically, we focused analysing on how this document directs the teaching skills of elementary school on its final years. Therefore, we took as a basis the following authors: Antunes (2009); Koch e Elias (2009); Dolz, Gagnon e Decândio (2010) among others, to address issues relating to textual production and other related topics. The analysis of the document showed that, the exis of textual production is presented in a way that takes the teacher to work with the portuguese language following the perspective that writing is not something tight, but interactive, systematic and procedural. Finally, this work led us to understand that the BNCC points out proposals for the development of skills that are essential for student’s life, in a way that the student has an active, integral and relevant learning for the social life.