03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Item Processos de compreensão e de produção discursiva em livros didáticos de ensino fundamental II(2020-10-14) Sousa, Flávio Magalhães.; Guimarães, Lílian Noemia Torres de Melo; http://lattes.cnpq.br/7778975209654541; http://lattes.cnpq.br/1779310817980663This work has as general purpose to analyze the strategies that the reading sections of EF II textbooks launch to guide the processes of understanding and activate the discursive production of readers. Specifically, we intend to investigate how the reading section of textbooks activates the process of reading comprehension; to analyze the influence of the textbook on the readers' discursive production process; and to show the importance of the textbook as a teaching-learning instrument in the classroom on the various themes that permeate the textual genres worked on. We are based on several theoretical references such as: Brasil (2003), Cortazar (2006), Soares (1993) and others. The collection Projeto Teláris written by authors Maria Triconi Borgatto, Terezinha Costa Hashimoto Bertin and Vera Lúcia de Carvalho Marchezi was chosen for analysis. The specimens that were the object of our research were those of Portuguese language from the initial grades of Elementary School II. We sought to investigate the activities of understanding and interpretation, used in the reading sections, in order to identify and explain the possible strategies that could guide the process of understanding the readers. As a result, we could see throughout the research that the reading section of textbooks launches several strategies that contribute to activate the students 'comprehension process, such as: using bold sections in texts, images, glossaries, authors' biographies, sections as in-game conversation and time to organize what we study, etc. In our view, these strategies, in addition to influencing this process, contribute to the discursive production of readers about the texts worked on in the activities.Item 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.