03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Resultados da Pesquisa
Item O ensino de língua portuguesa: uma pesquisa documental a partir das novas orientações da BNCC(2021-02-23) Bezerra, Avellyne Rafaela Nogueira; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work intends to know the historical path of Portuguese Language teaching, highlighting the documents that organized it in the axes of basic education and high school, and also characterizing language teaching today. We based ourselves on theorists such as Soares (2004), Zanini (1999), Geraldi (1984), Brakling (2002), Azevedo, Damasceno (2017), Santos, Melo (2019) and other researchers who deal with and discusses the theme in evidence. And also, according to the federal curricular documents, like National Curriculum Parameters - PCN (BRASIL, 2000; 2002), Curricular Guidelines for high school - OCEM (BRASIL, 2006), we aim to present a little bit of the Portuguese Language teaching path, its Participation as a discipline and as one of the components of the National Common Curricular Base - BNCC (BRASIL, 2018), based on the reflections provided during the initial formation of the Language Course, more specifically in the subjects of High School Practice II, and Supervised Internship Mandatory in the Portuguese Language I and III, according to the guidelines for teaching textual genres in the various teaching axes. We will make the use of documentary research for this first survey with contributions from bibliographic research, culminating in a theoretical path about the official curricular prescriptions concerning these curricular documents. The results reflect that although it is similar to the previous documents (BRASIL, 1997; 1998) the new documents aim to adapt the Brazilian curriculum to the recent advances in information and communication (digital) technologies, as guided by the Portuguese language practices, previously seen, by the PCN, with only three large blocks, which are: Oral Language, Written Language and Analysis and Reflection on the Language. Today at BNCC, they are grouped into four large blocks, Reading, Text Production, Orality and Linguistic / Semiotic Analysis.Item O ensino de gêneros textuais nas aulas de língua portuguesa: uma análise do livro didático e da prática docente numa escola municipal de Calumbi-PE.(2020-10-26) Silva, Janicleide Damiana da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/4803244432429535In accordance with the new theoretical perspectives of language teaching and the guidance of official documents, such as the National Curriculum Parameters and the National Common Curriculum Base, known in Brazil, respectively, as Parâmetros Curriculares Nacionais (PCN) and Base Nacional Comum Curricular (BNCC), serves as a reference to the teaching of text genre in language classes. With respect to that, we aim to investigate the pedagogical practice of Portuguese language teachers considering the teaching of text genres in the classroom and one of their main teaching materials, the textbook. Our research takes place at a local school in the town of Calumbi-PE. The study brings together three relevant research objects, which together play key roles in the teaching and learning process of the Portuguese language at school: text genres, the teacher and the textbook .Thefore, our main objective is to analyze the teacher's work environment in order to verify how text genres are approached in relation to pedagogical practice, as well as to observe how genres are normally presented in textbooks and, to what extent pedagogical support plays the role of guiding practices in the classroom. Four the purpose of reaching our goals, the works of Bakhtin (1997; 2003), Rojo (2005; 2015), Marcuschi (2005) Brazil (1998; 2017) Antunes (2003) Fiorin (2011), among others were used as our the orethical basis. We described and analyzed teaching and learning situations regarding the Portuguese language and text genres through the methodological approaches of qualitative and ethnographic research, aiming to observe teachers and students of the 6th and 8th year of middle school in Calumbi-PE. In addition, we also investigated the overall interest concerning genres in two Portuguese language textbooks which are part of a collection used in the classes we mentioned, so as to verify the textual diversity presented. The results showed a low diversity of genres in the textbook and many repetitions of some text categories, taking into account these books are supposed to be used for the entire school year. With regards to the teaching practices we investigated, it is possible to conclude that there is still a lot to be done for the teaching of text genres, taking into consideration the suggestions included in the national curriculum documents for mother tongue teaching.Item Desenvolvimento de um objeto de aprendizagem para ensino da língua portuguesa(2018) Aquino, Thiago Rodrigo de; Almeida, Isledna Rodrigues de; http://lattes.cnpq.br/8142534647575696Introduction: According to the Program for International Student Assessment (PISA), a program developed by the Organization for Economic Cooperation and Development (OECD), Brazil ranks 59th in the world education ranking. Through a study carried out byPISA in 2015, the students had low performance, with an average of 407 points, where the ideal score would be 698. Another worrying factor is that according to the Ministry of Education (MEC), students finish elementary school unable to read and write properly. According to the Basic Education Development Index (IDEB), the level of learning in the sixth to ninth grade has not improved sufficiently, over the years this level has been decreasing. The Federal Government has invested in education, where it distributed more than 600 thousand tablets in all public schools in Brazil, with the idea of modernizing, and preparing students for the future. This is a small laptop computer, which already comes with software to prepare the student for the National High School Examination (ENEM), these tablets are also used as a support material for classes by teachers and students. In view of these problems, government investments, and the students' access to this technology, has the proposal of developing a Learning Object (OA), seeking to improve teaching and evaluation method, providing greater student interest and automation of the teachers' work.Objective: this work aims to build a Learning Object, in the form of a game, in order to motivate and help the students of the sixth year in learning the Portuguese language. Methodology: in the development of the tool followed a five-step process that occurred in a sequential manner: 1. Determine the subject to be treated in OA; 2. Raise system requirements; 3. Define the proposed system architecture; 4. Develop OA and 5. Validate OA.Results: The learning object was validated with fifteen students at the Cônego Torres school in Serra Talhada -PE. The OA contributed to the students' learning, as they were more interested in learning using the tool and were able to improve their knowledge. The initial median of the students was 7.0 before they used the OA, median calculated on top of each student's grades. After using the OA, the median of the students increasedto 9.0 with a positive result, improving students' learning.Conclusion: it was concluded that expectations were met, both for the students and the teachers who were satisfied, because the tool had a huge contribution in the students' learning, the students were motivated more to learn through the game,and the same complemented the teaching work. Students learned the content easily. OAs are still poorly used in schools, but we conclude that they can be present in the student's daily life, serving as a complement to the subjects studied in the classroom.