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 - 2 de 2

Oralidade e ensino: um estudo da abordagem oral nas práticas de ensino de Língua portuguesa do 9º ano
(2018) Madeiro, Jânia Antas; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327
This work aims to analyze some questions about orality in the teaching of the Portuguese language in a School of Basic Education. In order to do this, we seek theoretical basis in the theoretical postulates of Marcuschi (2007), Marcuschi and Dionísio (2007), Fávero, Andrade and Aquino (2000), in the National Curriculum Parameters of Portuguese Language (1998), among other researchers that address and reflect questions related to the theme. We present the state of the art of research with the purpose of investigating what has been discussed about Orality and Teaching nowadays and we seek to know the difficulties presented in pedagogical practices and the teachers' perceptions about this teaching. For that, we carried out a qualitative research, characterized as a case study, in the 9th grade of the State School of Elementary Education Minister Alcides Vieira Carneiro in the city of Princesa Isabel-PB. As methodological procedures we used the triangulation of data, since we observed the pedagogical practice, the oral genres of the 9th grade Portuguese collection: Language of authors (CEREJA;MAGALHÃES, 2016) besides the questionnaire intended for teachers, to better understand the entire context of teaching of orality in this locality. And, finally, the analysis, by observing the practices performed in relation to the theoretical reference and other data collected: i) the results of the analysis on the formal oral textual genres of the collection used; ii) the teacher's conceptions about orality. Thus, the first results confirmed our hypothesis that the work with orality in schools is still considered irrelevant and we conclude that orality is still an extremely neglected axis in pedagogical practices, due to the valorization of writing.
Gênero textual gráficos nos LD de matemática: a busca por seu perfil
(2018) Silva, Heloiza Siqueira Andrade da; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501
In this work, we are interested in investigating the way the graphic textual genre is presented in the textbooks of Mathematics (in a specific collection). Through this research, the focus is to understand whether the teaching genre is based on a vision inthatit is the vehicle of communication, or whether it is worked as a content of statistical bases. Knowing that the school is one of the spaces where many textual genres are known, we seek to analyze whether the graphs in the LD's of Mathematics, its teaching fits in the standards placed previously, following the studies of Sousa (2013), or if there is the presentation of it in other standards. Through the view of Marcuschi (2003) and other authors, in thatall textual genres are communicative supports, thatconstitute communicative actions, in use of the speakers to act in the world and on it, we use a methodology, which sought to understand the how the teaching of graphics is constituted, starting from analyzes in all the books of the collection, in search of a possible conclusion about our objective. Based on qualitative analyzes, we analyzed each example of the graphics contained in the "Araribá Matemática Project -2014" collection, which were delivered by PNLD for use in 2017, 2018 and 2019. Accordingto the National Plan of the Didactic Book, the collection presents interaction among the students, butithas a very great information content, making difficult in some aspects the learning of concepts brought. The need to understand how students study and use the chart in schools is important. It is a very representative genre in society and for this reason its form and function must be known and recognized by all who use it or not, to communicate. Considering the difficulty of finding studies on the graphs, only Sousa (2013), our research has been able to perceive that the representativeness of the genre in focus, is strongly based on the opposite patterns of the function that every textual genre plays in society.