03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Item Variação linguística no ensino de língua portuguesa: um olhar do professor de séries do fundamental II(2019) Soares, Vanessa Silva; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/5882565782735492During the whole process of teaching languages, from the first schools signed in Brazil guided by the Jesuits, there was a didactic supported by the correct use and the norms of these languages, which was not different when the Portuguese Language enters the school curriculum, supported by manuals made by teachers of the Pedro II College. The normalization of language, for teachers, was for years and years the correct way to learn and speak the language, without space for variations of this. Only recently, in just over twenty years, with the arrival of federal documents aimed at the teacher, such as the PCNs, does Portuguese language teaching begin to be seen in a more interactive way, linking this teaching to the students' daily lives and no longer to an erudite and unreachable language. There were processes in the undergraduate courses that sought to change the vision of the new teachers as to the language in which they use and that later would be their object of work, so that the students could see their speeches in a non-inferiorized way, stating that what they speak It's Portuguese, yes. With this, the objective of this study was to present a study about the importance of linguistic variation in basic education, specifically in elementary education II, with the collaboration of teachers participating in this level of education, through written interviews with six of these teaching professionals from two schools in Serra Talhada-PE. The results show a new context in the teaching practices of Portuguese Language, which aims at a heterogeneous room with respect to its languageItem Elementos de contextualização em livros didáticos: norteadores do processo de compreensão textual(2018) Silva, Pollyana Gomes da; Guimarães, Lílian Noemia Torres de Melo; http://lattes.cnpq.br/7778975209654541The present work aims to make an analysis of the contextualization elements that textbooks of Elementary School II launch to guide the process of textual compression. With regard to the theoretical basis, on the use of the didactic book in Portuguese language teaching, we adopted as an approach the discussions of Silva (1996, 2006), Soares (2002) Lajolo (1996), as well as the official documents (BRASIL, 1997 ). As for the discussion about reading and textual comprehension, we adopted Malfacini (2015), Freire (1978), Leffa (1996), Cunha (2010), Barbosa (2008), Koch / 71) and Brazil (1996, 1997). The general corpus of the work consists of a collection of Portuguese Language of Elementary Education II, approved by the PNLD 2014. As for the specific corpus, we took up the opening sections of the 2nd thematic unit of each of the books of the four grades. For the categories of analysis, we focus our attention on the subsections "Talk to the class", "What we do in this unit" and "Let's think". As a result, we perceive that they function as contextual elements that the textbooks launch in order to guide student-readers in the process of understanding about the themes that are still going to be explored by the chapters of the books.