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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Resultados da Pesquisa

Agora exibindo 1 - 3 de 3

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/4803244432429535
In 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.
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/1838617822290322
This 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.
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/1779310817980663
This 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.