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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4 resultados
Resultados da Pesquisa
Item Leitura: análise de suas implicações para o processo de apropriação da escrita(2019) Souza, Tatiane Dark dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/2227300265506033This study aims to develop some considerations related to reading as a process of appropriation of writing aimed specifically at a 3rd grade elementary school class, linked to the Rede Municipal Santa Cruz da Baixa Verde-PE. On that account we based our work on the following scholars, Antunes (2006), Bakhtin (2003), Cagliari (2007), Freire (2006), Menegassi (2010), Ruiz (2013), Serafini (1989), Tardif (2007), among other researchers who reflect on the subject. We also present the state of the art that aims to investigate aspects that have been discussed in the last five years about reading and writing in relation to the study of genres also used in the production, revision and rewriting of texts in the classroom, promoting the relevance of reflective practice. The methodological procedure relied on a descriptive and qualitative action research, characterized as a case study, which in some aspects describe the actions performed in the daily and reflective pedagogical work in which the teacher analyzes his own practice. As experienced at a municipal school called Otacílio Carlos de Alencar, the research had as its pedagogical procedure the analysis of the students’ written productions, which were created based on genres such as comic strips and letters. As a result, we noticed that both the writing correction part, which provide the student with a greater interaction with his written text and encourages reading so that there will be interaction between the student and the text itself aiding in its improvement, as well as the teacher’s reflective practice can assist in the process of teaching and learning when used dialogically, for the promotion of the interaction student/teacher and also student/text. In that sense, we verified that the methodological proposal for text correction is still an unknown factor in teaching practice, and therefore we conclude that this would be an aspect to be stimulated in teacher training courses related to the practice of writing in the classroom.Item Percepções de professores sobre a avaliação externa de leitura (SAEPE) em escolas da cidade de Serra Talhada(2019) Moreno, Suzana Camila de Lima; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/8911168253492775This study results from an investigation carried out with public school teachers of Serra Talhada. We are interested in the perceptions of these professionals about large-scale evaluations, with emphasis on the Pernambuco State Assessment System (SAEPE) and, consequently, the results of the Educational Development Index of Pernambuco (IDEPE). We aim to point out possible implications of these results on teachers' conceptions and practices about reading, therefore, we also address the initial and continuing training of these professionals. The relevance of this research resides in the fact that educational policies in Brazil have been showing concern for the quality of the teaching offered by the public school, due to the pressures of international organizations that see in education the solution of the problems faced by an increasingly globalized world, of transformations and technological discoveries that characterize the so-called society of knowledge. It is important to emphasize that this evaluation system is the result of the transformations and educational reforms that occurred in Brazil in the 90's and that the application of this process is given in the monitoring of educational actions, in order to verify and monitor the level of student learning. It is necessary to state that the principle of this educational policy is to defend external evaluations as relevant resources for the promotion of quality public education. The results of the research suggest that the dissemination of these assessments contributes to a climate of teacher accountability for the success or failure of its students, create an atmosphere of pressure for the actors of the school community (teachers, managers and students) between school units in the same cityItem Considerações sobre o processo de avaliação externa da leitura no Estado de Pernambuco(2018) Nascimento, Mariana do Carmo; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/1779484955947984This study results from a bibliographical research and aims to reflect on public educational policies and the impacts produced by external evaluations in teaching practice, focusing on large -scale assessments in basic education -SAEB and the State Assessment System of Pernambuco -SAEPE, pointing out the implications of these in the everyday of the classroom tothe point of modifying teachers 'practices and their consequences in the students' learning process. However, it is necessary to address the training of teachers and the importance of professional qualification for the application of the evaluation process in order to reach the desired results by the school community.The results of the research suggest that the methodology of these evaluations results in an insignificant procedural and integral development of the student besides generating a climate of teacher accountability for the success or failure of the same, besides a pressure environment so that the student obtains results of excellence in these assessments.Item A literatura no ensino fundamental II: uma proposta para a formação do leitor(2018) Barbosa, Geneilda de Sousa; Almeida, Maria do Socorro Pereira de; http://lattes.cnpq.br/3185435491287172It is known that reading a very important role in school education for children, adolescents and adults. Through the reading of literary texts one has access to the different contents taught in the school and information of the society in general, allowing us to have contact with the world in which we are inserted and to interpret it. In this sense, the present work intends to discuss how the teaching of literature can be worked in elementary education II, seeking theoretical subsidies that allows to develop strategies of teaching literature in the classroom, using the reading as a playful and auxiliary tool in the development of the student's reading. Methodologically we chose a bibliographical review, through the meeting of a vast theoretical framework, where we focus on basal studies of authors such as: Regina Zilberman, Nelly Coelho, Marisa Lajolo, among others. The critical-analytical character is also emphasized, given that the text contains some analyzes of literary texts, particularly in the last chapter in which we try to make an analytical reading of the book "The Yellow Bag", by Lygia Bojunga. The work is divided in three chapters, the first chapter addresses the issue of "literature and school", pointing out how the teaching of literature can be enhanced in the classroom and how it can be an ally for the formation of the critical and reflective subject. The second chapter addresses the importance of the literature for children and youth, since the students who are in fundamental II need a more targeted literature for their age group. In the third chapter we present an analysis of the book "The Yellow Bag", showing some reading possibilities for this work and observing through the symbolic elements the daily life of many children. It concludes with this work, therefore, the strong need for recognition by the school, teachers and society in general, read family and other members of society, to recognize the importance of literature for student training, not just as compulsory school activity, but as a transformative instrument. It is also worth noting the importance of the study of literary texts as a tool that allows to broaden the horizons of interpretation of the reader, broadening his vision of the world. Through the analysis of the book "The Yellow Bag", proposed in this work, one can see in practice how reading has the power to generate reflection, restlessness, lead the reader to the world of fantasy, but without losing the critical sense, leading -e to decipher codes implicit in the text that go well beyond what the written words are saying.