Licenciatura em Letras (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2943
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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7 resultados
Resultados da Pesquisa
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 Escrever na sala de aula: uma análise no processo de ensino da língua portuguesa(2020-10-28) Medeiros, Romero Rodrigues de; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/1838617822290322This study aims to understand the development of writing and its teaching with respect to text production in schools, and the way pedagogical practices can contribute to the teaching of witing in Portuguese language classes in a state high school in Paraíba. In order to support our research, we chose the works of Soares (2002), Geraldi (1996, 1997); Berto (2016, 2018); Bakhtin (2000), Marcuschi, (1999) Zanini (1999). Additionally, the works of other scholars who address and reflect on the subject of teaching writing also served as part of our theoretical basis. We also present the State of Art of the subject in an effort to investigate what has been discussed about writing and teaching today as we also seek to examine the pedagogical practices and perceptions of teachers about the teaching of text production in the classroom. For the purpose of achieving that, we carried out a qualitative action research with teachers and their third-year high schoolers at the Escola Cidadã Integral Nossa Senhora do Bom Conselho in the town of Princesa Isabel-PB. As for the methodological procedures adopted, we used data triangulation, considering that we analyzed teachers, their pedagogical practices and the activities suggested in textbooks that aimed specifically at teaching writing. The textbook mentioned is part of a collection for the third year of high school named: Portuguese: Language and interaction. It was written by the authors (FARACO; MOURA; MARUTO JR. 2016). To conclude, we present, the written productions as a result of the classes and teaching practice observed. As a consequence, the first results confirm the hypothesis that both textbooks and pedagogical practices do not contemplate the entire teaching process of text production, considering that not all the necessary steps were taken to conduct the process of text writing. Moreover, revision and rewriting are suggested in a broad and simply descriptive manner in the textbooks. Also, the correction method adopted by the teachers is for the purpose of evaluating the students only, disregarding the possibility of teachers’ self-assessment.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 Os gêneros textuais no livro didático do ensino médio: uma análise da coleção trilhas e tramas(2019) Silva, Mayara Laryssa Turbano dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This monograph has as object of study an analysis of genres present in the Textbook of Secondary Education - Language Collection “trilhas e Tramas”. As a theoretical foundation for the realization of this monograph with some authors, Rojo (2015), Volmer and Ramos (2009), Santos and Marlow (2018) and Filho, Oliveira e Fonseca (2019), Silva and Lucena (2018), Marcuschi (2002 ), Ritter (2015) and Vilarinho e Silva (2015). Our goal surrounds the investigation of the role of the school and the government, before the selection of the Textbook and which used teaching strategies, according to the same selection of genres. This research was divided into four parts, the first State of the Art, which reports three works of different authors, to compare and to support the foundation of this work. The second part comprises the theoretical chapter with concepts and theories about the genres with reference to guiding curriculum documents, the NCP, BNCC and Textbook. The third part is the methodology used to carry out, characterized by a literature search and document the criteria and categories. Finally the fourth part comprises the analyzes and the Textbook, the methodology for its presentation regarding the elect genres of both oral and written mode and favorable and unfavorable points of their approach.Item Análise sobre world englishes e heterogeneidade linguística no livro didático circles 3(2019) Sousa, Gabriel Silva e; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9288114223375223The main objectives of this research are to analyze and to reflect on the presence of World Englishes and linguistic heterogeneity in the textbook Circles 3, evaluated and approved by the Programa Nacional do livro Didático - PNLD (2016) and used at schools in the city of Salgueiro – Pernambuco state, Brazil. We also analyze its proximity and distance to the concepts found in the Orientações Curriculares Nacionais para o Ensino médio - OCEM and the theoretical framework adopted in the textbook. In order to do that, the works of Kachru (1985), Rajagopalan (2005) and Leffa (2016) served as the bases for our analysis, for they discuss the teaching and role of the English language in the world. We also consider the legal bases for secondary education, Brazil (2006), which deal with the importance of language teaching concerned with raising awareness about the manifestations of linguistic heterogeneity as an important aspect of citizenship education, since the document was still valid at the moment of the evaluation and approval of the textbook analyzed in this study. The corpus of this work resulted from the experience in a school as part of our English teaching practicum, when the textbook itself was the center of our practices. As for the methodology, we used the description and analysis of the activities, focusing on the listening skills, for the audio files chosen corroborates with the theories that worked as guiding lines of the textbook. As results, we found the materialization of the World Englishes and aspects related to linguistic heterogeneity, however these manifestations occur only in three units and not in a reflexive way, in the other five they are present, but there is no practical reflection on the English language and its variations. We found that there is a distance between the proposal to focus on the Englishes of the world as a discussion and its materialization in the textbook exercises. In the process of description and analysis, through the reality of the English language in a global and heterogeneous context, we emphasize the importance of the dialogue between textbook and citizenship education geared to a critical and reflexive awareness of the various contextual, cultural and geographical facets of language.Item Didatização de conhecimentos linguísticos em livro didático de ensino médio(2018) Santos, Tâmara Taís Rodrigues dos; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921The Portuguese language textbook assumes a prominent presence in the classroom and is often used as the only material to develop the contents and activities. Considering its importance for teachers and students, this research proposes to examine the activities proposed in terms of reflection and analysis on the language proposed by the textbook adopted in a high school. Specifically, we investigate the relevance of such activities in relation to traditional grammar teaching or to the perspective of Linguistic Analysis Practice. In order to carry out our study, we are theoretically based on specific documents and authors, like PCNEM (BRASIL 2006), Mendonça (2006), PNLD/2018, Bezerra e Reinaldo (2013) that point to "appropriate teaching" forms of the language in use, according to these sources, and from there to verify the offer of contents and activities present in textbooks. Methodologically, we opted for a qualitative approach that deals with the interpretations of social realities, from texts and interviews as analysis data. We verified, among the results, questions that reinforce the existence of the traditional form of teaching in the textbooks being purely grammatical and without any reflective / expressive purpose confirming the statement of the PCNEM (BRASIL, 2006) that characterize the teaching of Portuguese Language in High School as "an expression classroom in which students can not express themselves".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.