Dissertations/Thesis

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2024
Dissertations
1
  • ROSA MARIA TEIXEIRA TAVARES
  • INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR TEACHING USING DISCURSIVE GENRES TO EXPAND THE LINGUISTIC-DISCURSIVE CAPACITY OF 7TH YEAR STUDENTS ELEMENTARY SCHOOL.

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Feb 16, 2024


  • Show Abstract
  • Rethinking Portuguese language teaching is not only necessary, it is, above all, unthinkable. The situation is alarming and needs to be urgently rethought. Although there have been several reflections along these lines, it can be seen that practices that do not take into account the socio-historical nature of language, or the subject as a socially constituted being, still predominate in schools. It is because I have this perception, and especially because I want to transform teaching, that I set out to reflect on Portuguese language teaching, in line with scholars who are willing to (re)think new ways of teaching. In this sense, the main objective of this work is to obtain an answer(s) to the following question: in what way does a didactic action developed through oral and/or written discursive genres contribute to expanding subjects' linguistic-discursive capacities, as well as increasing their responsiveness and criticality? The research was carried out through "Integrated Didactic Actions (IDAs)", conceived by Moura (2017), which are realized through the interweaving of reading, writing, speaking and linguistic reflection activities, from an interactionist/dialogical perspective of language, in a cyclical way, without one overlapping the other. It was developed with elementary school students in real discursive and interactionist situations. The methodology used was Tozoni-Reis' (2010) participant, qualitative approach, which allows for action/reflection by the subjects involved, greater involvement between the participants and, above all, the possibility of interpreting and analyzing the data in a more reflective way. The reflections took place according to the theoretical bases of Bakhtin (1997,2006,2010,2016), Fiorin (2022), who consider dialogism and interactionism in language, through discursive genres in real situations of use, in addition to the dialogical character of the enunciations. I am also anchored in authors such as Moura (2017,2018,2019), who understands language as an ideological and socio-historical artifact that cannot be detached from ideological contexts. In addition, I consider the approaches of researchers such as Marcuschi (2008), Kleiman (2002,2007), Rojo (2009,2015), Antunes (2003,2009,2017), Koch and Elias (2013), Street (2014), among others who conceive language in this socio-historical dialogism, aiming for a literacy that is, in fact, social. Thus, based on the analysis of the data, the importance of ADIs for the gradual expansion of speakers' linguistic-discursive skills, as well as for the development of their critical and responsive autonomy, in the most diverse social environments, became evident. This was confirmed by the fact that the students took part in reading, writing and speaking activities and reflected linguistically on all of them, through interconnected actions in real contexts of interaction, just as language is conceived in its most diverse aspects in this research.

2
  • CLEOMARA CRUZ GOMES
  • THE TOPIC MENTAL HEALTH AT SCHOOL IN DISCURSIVE GENRES: AN INTEGRATION BETWEEN READING, ORAL AND WRITING ACTIVITIES IN TEACHING THE PORTUGUESE LANGUAGE

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Mar 20, 2024
    Ata de defesa assinada:


  • Show Abstract
  • This research developed a challenge in the thematic study regarding “Mental Health at school” with discursive genres, as it is a recurring problem in today's society and relevant for discussions in the classroom. It was carried out with 8th year students from a public school in the municipality of Parintins-Amazonas, teaching the Portuguese language. The need to expand interactionist notions between the teacher and students regarding mental health perspectives was observed, taking into account cases of depression, anxiety and mutilation in the school context. This theme proposes to expand participant integration activities in reading, speaking and writing, based on Integrated Didactic Activities (ADIs), in order to understand how the language works in the most diverse social and communicative interactions. And how to analyze this theme in discursive textual genres, to improve students' reading, speaking and writing skills during the school process? With this objective of studying the reasons why discursive genres about Mental Health at School contribute to expanding the argumentative and productive capacity of 8th year elementary school students, the methodology studied by Integrated Didactic Activities (ADIs) was adopted. and, participatory intervention research, an analysis of the data with the texts to be read, discussed, reflected, appropriated and given new meanings by the group of students and the teacher, being able to gradually transform the knowledge acquired in the research into new teaching techniques and learning the Portuguese language. Thus, the first section was bibliographical research at a theoretical and exploratory level, in which I highlight Bakhtin (1997, 2011, 2016), Marcuschi (2010) and Moura (2017, 2019), in addition to using materials available on the Scielo and Google platforms Academic regarding the research topic. The second section presents in detail the methodological procedures and the organization of the intervention proposal with diverse activities regarding the use of the theme, which portrayed care and the importance of mental health in the social and school context. The last section specified the relationship between the teacher-researcher and the students, having as relevance the theme analyzed, in which the students developed practices based on reading, speaking and writing through texts, videos, lectures, conversation circles and written productions. , with a proposal to enhance students' discursive-argumentative process in order to provide an interactive dynamic in the classroom. Therefore, the Integrated Didactic Activities-ADIs contributed to the reflection of a single theme in different textual genres. From this perspective, it is important that the method studied in this research is explored with representative and dynamic activities, which allows the subject to position themselves in a critical and responsive way to societal factors.

3
  • LIA MARA VELOSO DOS SANTOS CRUZ
  • CHILD AND YOUTH LITERATURE IN THE FORMATION OF READERS IN THE EARLY YEARS OF ELEMENTARY EDUCATION: A PROPOSAL BEYOND THE CLASSROOM.

  • Advisor : LAURO ROBERTO DO CARMO FIGUEIRA
  • COMMITTEE MEMBERS :
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • LUIZ FERNANDO DE FRANCA
  • FERNANDO MAUÉS DE FARIA JÚNIOR
  • Data: Mar 20, 2024
    Ata de defesa assinada:


  • Show Abstract
  • The research was based on the recognition of the importance of public early childhood education and focused on the debate about the teaching of literary reading in the early years of elementary school in the public education system. It reflected on the positive results of introducing literary reading in the early grades of elementary school. Results from national (SAEB/ANA, 2016) and international (PISA, 2018) exams attest to the lack of access to literary texts and point to a gap in reading skills in Brazilian Basic Education. In this sense, a theoretical study was carried out through bibliographic research that investigated which elements present in children's and young adult literature can be used to awaken the interest in reading among children in the early years of Elementary School, in order to contribute to their initiation into reading and their personal development. The theoretical investigation was linked to practical activities in a teaching project, approved by the Plataforma Brasil, by an ethics committee, under opinion number 6.108.338. It was carried out in a school of the Amazonas state public school system. The title of this intervention is: Children's and Young Adult Literature – Reading Beyond the Classroom. Its proposal aimed to introduce Children's and Young Adult Literature in the early years of Elementary School. Its planning included the connection between school, family, and the literary community (local Children's and Young Adult Literature authors). 24 children participated in the intervention, the majority of whom were male, mixed-race, and 2 were indigenous. There were also 24 guardians and 2 local writers. The participating children were between 8 and 9 years old, and most of them came from low-income families, which made it difficult for them to access literary books before school age. However, with the implementation of the project, it was possible for many children to read up to 20 books with their families during the intervention, through book loans from the library. To support the research, authors who are experts on these subjects were sought out, including Ariès (1986); Colomer (2003); Zilberman (2009); Cosson (2021). The theoretical part of the research presents the beginning of the discussion about the emergence of Children's Literature in Europe and its arrival in Brazil. It also discusses the relationship between the production of Children's and Young Adult Literature and the student's formative process, characterizing the non-pragmatic aspect that Children's and Young Adult Literature has as an element in the holistic formation of students as individuals. The social role of Children's and Young Adult Literature (anti-racist and anti-prejudice literature) is also discussed through the insertion of African and indigenous literature and its representation in the midst of white literature, in Portuguese language classes, and possibilities for interdisciplinary study. Although this is not the main focus of the research, it was considered highly relevant to emphasize the importance of children having access to this literature. During the intervention process, positive and negative points were listed, among them the difficulties for the guardians to follow their children's readings, mainly due to the need for the guardians to work outside the home. However, as positive points, the school community, the parents of the students and the local writers were enthusiastic about the intervention to help "in small steps" in this initiation of the students' reading formation.

4
  • SENIRA NIFAELA CUNHA DE SOUZA
  • INTERACTING RESPONSIVELY THROUGH MULTISEMIOTIC GENRES: A TEACHING PROPOSAL FROM THE PERSPECTIVE OF ADI’S

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Mar 21, 2024
    Ata de defesa assinada:


  • Show Abstract
  • This research was developed based on speech genres and Integrated Didactic Activities. The study aims to investigate how a teaching proposal based on Integrated Didactic Activities (ADI's), considering multisemiotic discursive genres, can contribute to expanding students' linguistic-discursive potential. The theoretical framework of the work is based on studies on speech genres and responsiveness, in which the main reference is Mikhail Bakhtin (2011,2014,2016,2018); in Integrated Didactic Activities (reading, speaking, writing and linguistic reflection), authored by professor Heliud Moura (2017); and regarding the themes of literacy and multisemiotic genres, in the studies of Roxane Rojo (2015,2012,2009), Kleiman (2009,2005) and Brian Street (2020). The work with multisemiotic genres is due to the fact that multiple languages have always been present in human communication, but with the advent of technology the presence of this genre has intensified. In this sense, it is necessary to propose didactic-pedagogical actions that favor the process of teaching and learning language that include this type of text for the expansion of literacy in order to enable the student to learn that provides them with critical and effective participation in social practices. The research method used is qualitative; To collect the data, participant research was used, which, as the name suggests, necessarily implies the participation of both the researcher and the subjects involved in the research process. In this process, knowledge production practices are always linked to the intervention project. A relevant point of the research is that which concerns the citizenship training of students, considering that the activities are developed through a topic relevant to society, through which they can reflect, question and simulate solutions through discursive genres. Through data analysis, it was found that a teaching project organized based on ADI's and discursive genres that circulate socially is an alternative that is effective for teaching the Portuguese language, as it contributes to the development of the linguistic-discursive capacity of students. students and for the formation of responsive subjects capable of expressing themselves in a critical and reflective way.

     

5
  • RAIMUNDA FERREIRA RODRIGUES
  • THROUGH THE BIAS OF AMAZONIAN NARRATIVES: STRATEGIES FOR LITERARY READER TRAINING IN ELEMENTARY SCHOOL

  • Advisor : LAURO ROBERTO DO CARMO FIGUEIRA
  • COMMITTEE MEMBERS :
  • SIDENY PEREIRA DE PAULA
  • ANA MARIA VIEIRA SILVA
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • Data: Mar 26, 2024
    Ata de defesa assinada:


  • Show Abstract
  • This research work aims to present strategies for teaching Literature based on narratives with Amazonian themes. The activities involved students from the final grades of Elementary School, from the State School Professor Antenor Sarmento Pessoa, in the city of Manaus - Amazonas. The clipping aims to investigate the imaginary of the Brazilian Amazon manifested in the states of Amazonas and Pará, in narrative fiction. In this sense, we use narratives from the book Belém de Arrepiar (2021), by Nathan de Moura, as a reading/writing experience strategy with 9th grade students in order to stimulate interest in narratives with regional content; preserve cultural identity and memory; to develop skills in the artistic-literary field of telling and retelling stories, based on the guidelines of the Base Nacional Comum Curricular Ensino Fundamental Anos Finalis – EF69LP53 (2008), and research on literary education. The theoretical foundation research is in preliminary approaches, as well as the application of the teaching project (conversation circles in order to identify the students' prior knowledge about the short story subgenre; verification of activities developed by different teachers of Portuguese, in the literary scope). Five short stories by Moura were chosen: “Mundiado por Curupira”; “The Legend of Tabatajá”; “Surra de Matinta”; “The girl who became a statue”; “The Legend of the Big Snake”. These texts will serve as a study and motivation for an educational product about narratives to be created by students and finalized in a literary exhibition in the school environment.

6
  • CÍRIA REGINA NASCIMENTO RODRIGUES
  •  

     

    READING AMAZON EXPRESSION TALES: THE FEMALE CHARACTER IN THE LITERARY SCENARIO

  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • GERMANA MARIA ARAUJO SALES
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • Data: Mar 27, 2024


  • Show Abstract
  • This Master's Dissertation entitled: Reading short stories of Amazonian expression: the female character in the literary scene, developed during the professional master's degree in letters (PROFLETRAS) is the result of bibliographical research, field research and reflections on the teaching of literary reading in classroom, as literature is everyone's right and necessary for the reader's meanings as a social individual. The research is aimed at students in the 4th stage of Youth and Adult Education (EJA) at a municipal elementary school in the municipality of Monte Alegre-Pará. The aim of this work is to investigate how reading short stories of Amazonian expression written by women about the female character can contribute to the EJA student being able to read, understand and interpret the themes presented in the stories by Maria Lúcia Medeiros and Monique Malcher, collaborating for your reading training. The research presents a qualitative approach in the line of reading and literature with an exploratory stage; field research and material analysis. In the exploratory stage, which consists of organization, reading, bibliographic review and selection of material, the research and intervention project was constructed, which was essential for the construction of the dissertation sections. The second stage carried out was fieldwork; with the carrying out of the work conducted by participatory research, whose objective is the understanding and interpretation of the languages and themes presented in the stories of the Pará short story writers Maria Lúcia Medeiros and Monique Malcher, with the perspective of providing interest in reading works written by women and which talk about female characters, which, consequently, will contribute to their training process as a reflective literary reader about their reality, also contributing so that, through reading the narratives of the writers mentioned above, students can have a more reflective reading about the female reality portrayed in the literary genre of short stories by the aforementioned short story writers. Based on the pedagogical experiences of the participatory research stage, a textbook was created with proposals for reading workshops. The proposal for the literary reading teaching actions of the intervention project and the didactic notebook, respectively, entitled Reading short stories with a female character: to read, enjoy, think and form, is based on the reading strategies of Solé (1998) and the basic sequence of Cosson (2021). The third stage of the research work presents the analysis and interpretation of the materials verified throughout the entire research process. The research work is based on the ideas of scholars who deal with reading and literature such as Andruetto (2017), Bértolo (2014), Britto (2012, 2015), Candido (2011), Colomer (2007), Cosson (2021), Lajolo (2018), Machado (2021), Silva (1999, 2011), among others.

7
  • IVANEIDE DA SILVA PAIXÃO
  • INTEGRATED DIDACTIC ACTIVITY: TEACHING PORTUGUESE LANGUAGE FROM AN INTERDISCIPLINARY PERSPECTIVE

     

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANA MARIA VIEIRA SILVA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Apr 11, 2024
    Ata de defesa assinada:


  • Show Abstract
  • Linked to the Linguistic Studies Group: Text, Discourse and Teaching – GELTDE and the Professional Master's Program in Letters – PROFLETRAS, this research, in addition to bringing reflections on language teaching from an interdisciplinary, dialogical, interactive and reflective perspective, also discusses genres discursive and teaching based on Integrated Didactic Activities (ADIs) – created by Moura (2017), informed by principles of Bakhtin's Theory. By believing that discursive genres are the amalgamation of elements capable of going beyond the classroom context, exploring the social dimension of language from the perspective of literacy, expanding students' linguistic-discursive capabilities and enabling them to interact and intervene in society through language, we present and discuss data and evidence that prove the potential of language teaching-learning through the organization and performance of pedagogical work in didactic actions that cyclically integrate reading, speaking, writing and linguistic reflection activities – a methodological proposal called Integrated Didactic Activities (ADIs). The corpus analyzed was obtained through data produced and collected during the actions of the Intervention Project “Cá entre nos,...”, developed with students in the sixth and seventh year of elementary school at the Municipal School of Early Childhood Education and Fundamental Artur Pessoa, teaching unit in the rural area of the municipality of Altamira-PA – a fact that gives the research, in terms of method, the characteristic of participant, and qualitative in terms of approach. The discussion is based primarily on Bakhtin's theory (1981, 2010) and the studies of other researchers such as Marcuschi (2007), Kleiman (2002), Koch and Elias (2010), Rojo (2002), Antunes (2003), Geraldi (1997, 2012, 2003) and Moura (2021, 2018, 2017, 1978) who, like Bakhtin, consider language to be a cognitive, social and historical activity, and help in understanding and carrying out ADIs.  As a result, we conclude: as it conceives the dialogism of discursive genres and operates teaching along the axes of reading, orality, writing and linguistic reflection cyclically, enhanced by the interdisciplinarity that is inherent to it, Integrated Didactic Activities constitute a teaching tool that , gradually and sensibly, assists in the development of linguistic-discursive skills of speakers, training them, through action-reflection-action of real contexts of interaction, for responsiveness and criticality in the face of the social events of their experience, giving them more autonomous in the different spheres of circulation in society.

8
  • DENILSON CHAGAS DA CRUZ DE CASTRO
  • INTEGRATED DIDACTIC ACTIVITIES (ADIs): THE SOCIAL VOICES BROUGHT BY THE LITERARY CHRONICLE GENRE

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Apr 19, 2024


  • Show Abstract
  • This research arose from a need for intervention in the pedagogical practices embedded in certain schools, which aim to disseminate a teaching model that assumes that the student should be a mere spectator and should not disagree with what is taught. . In this sense, this work aims to contribute to the studies and teaching of the Portuguese language. To this end, activities were organized using oral and written discursive genres that contribute to expanding the linguistic-discursive capacity of students based on the proposal of Integrated Didactic Activities (ADIs), which, in turn, are based on orality, reading, writing and linguistic reflection created by Moura (2017). These activities were developed with elementary school students, from an interactionist and dialogical perspective of the language. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2013, 2016), Volóshinov (2017), Vygotsky (1998), and in studies by researchers such as Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008 , 2016), Moura (2017a, 2017b, 2018), Antunes (2003), among others, who study language teaching taking into account its interactive function in social practices. The methodology developed in this project is qualitative research, characterized as action research, which seeks to interpret and understand the object to be studied, a way of reflecting on Portuguese language teaching activities based on ADIs and how this process is received by students and teacher. Thus, in addition to being a researcher, he also takes on the perspective of a teacher. The description and analysis of data occurs from the elaboration and development of the intervention project carried out with students in the 7th year of Elementary School, at the Escola Municipal de Ensino Fundamental Vereador Joaquim Valente, in Alenquer- Pará. For this, the diary is used field, recordings to record the actions, speeches and situations that occurred. The research points out, based on the data and results collected, that the proposal of ADIs through discursive genres provides the student with protagonism in the classroom, as he is encouraged to position himself as the subject of the discourse, agreeing or disagreeing, orally and in writing, with the teacher assuming the role of literacy agent, which leads to the formation of responsive subjects.

9
  • MARLY ANGELINA GALÚCIO MACIEL
  • SCHOOL NEWSPAPER: PROPOSAL FOR TEACHING PORTUGUESE LANGUAGE FROM INTEGRATED TEACHING ACTIVITIES (ADIs)
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: May 2, 2024


  • Show Abstract
  • This work aims to analyze a classroom intervention that proposed to produce a school newspaper using the integrated didactic activities (ADIs) of reading, orality, writing and linguistic reflection and to verify if this didactic action contributes significantly to expanding the linguistic-discursive ability of students in basic education. The qualitative/participant research takes place in a school in the municipal network of Santarém in the present year 2022, in 2 (two) classes of the 9th grade of elementary school. The intervention took place through the intervention project called “School newspaper: the student protagonism” which aims to make the teaching of the Portuguese language feasible from an interactive, dialogic-discursive approach, proposing the production of the school newspaper with the dynamics of the ADIs, expanding the linguistic-discursive ability of students in the 9th year of regular education. In the intervention, I approach the school newspaper as a social practice, using the discursive genres of journalism and literature in classes. This work is part of a research field that has been produced at Profletras-Ufopa under the guidance of Moura (2016, 2017, 2019 and 2020), professor and researcher who postulated the Integrated Didactic Activities -ADIS. The ADIs make it possible to integrate reading, orality, writing and linguistic reflection activities from a discursive, interactionist, enunciative and dialogic perspective of language that is grounded in Bakhtinian theories. The theoretical bases that support this work are the assumptions of Bakhtin (2006, 2010a, 2010b, 2011, 2016, 2017), Moura (2016, 2017, 19). Voloshinov (2017), Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a), Bazerman (2011), Fiorin (2020). The corpus of this research are the LP classes, recorded through video, audio and logbook records (both by the teacher and the students). The results of this research point to the need to integrate activities of reading, orality, writing and linguistic reflection in fundamental education, in this way it is also seen that the linguisticdiscursive capacity of students increases significantly.

10
  • PEDRO GERALDO DE SOUSA FILHO
  • THE SCHOOL IN THE COMBAT OF LINGUISTIC PREJUDICE
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: May 16, 2024


  • Show Abstract
  • The dissertation aims to explore and discuss prejudice in various forms, focusing on linguistic prejudice within the school context, especially among students and teachers. It sought to understand how these forms of discrimination manifest and interact in educational settings and strategies to combat them. An exploratory-descriptive and participative methodology was used, along with a literature review on the subject. The research was conducted in a municipal school in Altamira/PA, operating under a military regime in the 2023 academic year. Interventions involved applying two questionnaires to students, one before and another after the interventions and Discussion Circles, to assess the evolution of understanding regarding the manifestation of prejudice in gestures and speech. The Discussion Circles, where thematic readings were discussed and emotional and concerning accounts regarding expression were shared, stood out as a unique moment in the research. The results indicated the presence of linguistic prejudice in school, as noted by students and teachers. The Discussion Circles enhanced understanding of linguistic prejudice, while student essays showed critical reflection and increased sensitivity to inclusion, reflecting the interventions' impact. This work emphasizes the importance of diversity of voices in education and suggests further doctoral research.

11
  • MARIA JOSÉ VIANA SILVA
  • DIGITAL TECHNOLOGIES IN EDUCATION: METHODOLOGICAL STRATEGIES FOR TEACHING EJA - CASE STUDY

  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • ROBERTO DO NASCIMENTO PAIVA
  • ANDREI SANTOS DE MORAIS
  • JONATHAN FELIX RIBEIRO LOPES
  • Data: May 22, 2024


  • Show Abstract
  • This work aimed to validate different methodological alternatives, such as technologies in general, used as facilitating elements in the writing, production and speaking process of students in the 9th year of elementary school at the state school Nelson Alves Ferreira, located in the city of Manaus. , in this study it was specifically about the insertion of digital technologies, used as facilitating elements in the process, with the purpose of enabling students to improve their understanding and interpretative capacity. The research is qualitative in nature, in which the research teacher collected and analyzed the data obtained through classroom observations. To this end, questionnaires were distributed and activities were carried out including the proposed technologies. The results indicate that we are still far from ______, which demonstrates that the inclusion of new technologies is necessary for the intellectual and critical training of our students. However, we found that the use of these new technologies, in technical terms, students still have many difficulties. The methodological procedures of this work began with the theoretical study on the development of reading and text production activities and the use of digital technologies, specifically games, in teaching reading and producing the themes that permeate the teaching proposals, namely: mother tongue teaching, the notion of text and discursive genres, reading, writing, orality and linguistic reflection and integrated teaching activities, in the light of Bakhtin's theories. Based on the phases, the intervention proposal consisted of applying activities interrelated to the use of digital games. During this phase, recording was made through videos, photos, and data collection that helped the research work. Data analysis was the material to interpret and understand how the methodologies used in classrooms, with the use of digital technologies, can define teaching capacity, proposing actions and interventions that favor reading and interpretation. It should be noted that as this is a research involving both teachers and students, at some points the data collection correlation may have changed, without affecting the final work at any time. Therefore, it is a fundamental prerogative that Portuguese teachers know and master technological resources and know the theory that covers their area of expertise.

12
  • FRANCISCA DANIELE SOUSA RAMOS
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    AMAZON TALES IN THE CLASSROOM: A methodological proposal for promoting reading and cultural appreciation

            

  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • SIDENY PEREIRA DE PAULA
  • ZAIR HENRIQUE SANTOS
  • Data: Jun 13, 2024


  • Show Abstract
  • The present master's thesis entitled The Amazonian tales in the classroom: A methodological proposal for the promotion of reading and cultural appreciation arose from the need to consider Brazilian Literature of Amazonian Expression in the teaching of the Portuguese Language, in elementary school in the final years., in particular, the literary production of Amazonian writers and its general objective is to promote the reading of Amazonian Stories in order to develop the reading practices of students in the 8th year of Elementary School, in addition to contributing to (re)knowledge and appreciationof the sociocultural elements of the Amazon region.The reason for carrying out this study is justified in bringing Amazonian writers and literature closer to the school context, since the teaching of Portuguese Language should not be dissociated from the teaching of Literature.To achieve the desired results, we used bibliographical, qualitative and participant research.In this way, we developed a study contemplating the short stories produced by Amazonian writers, through a proposed pedagogical intervention carried out with 8th year students, from a school located in the North zone of the city of Manaus, in the state of Amazonas.Considering the local artistic and literary expressiveness, there was a need to limit this research to Amazonian Tales, contemplating the works of short story writers: Arthur Engrácio, Milton Hatoum, Astrid Cabral and Carlos Gomes.Therefore, we intend, from this, to promote the knowledge of writers, their narratives, their themes, thus reflecting on more meaningful teaching and closer to the students' reality.The main theorists who supported this research were: Andruetto (2007), Bértolo (2014), Britto (2015/2012), Candido (2011), Colomer (2007), Lajolo (2001), Souza (2010), Loureiro (2015/2001), Telles (2021), in addition to other research carried out within the scope of Profletras that dialogue with this topic.

13
  • ANTONIO JORGE DE CASTRO
  • Teaching African literature in Portuguese at school: breaking silences and building new practices in the classroom


  • Advisor : LUIZ FERNANDO DE FRANCA
  • COMMITTEE MEMBERS :
  • LUIZ FERNANDO DE FRANCA
  • TEREZINHA DE JESUS DIAS PACHECO
  • ZAIR HENRIQUE SANTOS
  • Data: Aug 23, 2024
    Ata de defesa assinada:


  • Show Abstract
  • This research aims to investigate the silencing of black knowledge in a public school in the state of Amapá, in northern Brazil. It is linked to the context of the Professional Master's Degree in Literature - PROFLETRAS/UFOPA and aims to problematize the teaching of African literature in the Portuguese language in the final years of Elementary School, more precisely in 9th grade classes. The research dialogues with law 10,639/2003, Law 1,196/2008 and the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture (2004) and with authors of Afro literature -Brazilian and African. The main objective of the research was to investigate whether/and how the teaching of Portuguese-language African literature is developed in the 9th year of Elementary School at school, as well as presenting a pedagogical proposal for the inclusion of African literary texts. In order to achieve this objective, a set of methodological procedures were developed, which were as follows: a bibliographic and documentary approach, a diagnosis involving school management, pedagogical coordination, mother tongue teachers in the final years of Elementary School and students of a 9th grade class also from the school where the research was carried out. After collecting and analyzing data from the diagnostic research, the silence in the teaching of African literature in the Portuguese language at school and the scarcity of Afro-Brazilian literary texts was confirmed. The intervention was then developed based on a set of Mozambican short stories in a 9th grade class. This process was positively received by the participants. It was possible to detect that teachers and managers have little knowledge about the laws that require the teaching of Afro-Brazilian and African literature in schools (laws 10639 and law 1196/2008), as well as a deficiency in the training of teachers in relation to Education for Ethnic-Racial Relations. In relation to students, there was a marked silence in relation to contact with works by African, Afro-Brazilian and quilombola writers, indicating epistemicide. Therefore, the insertion of a pedagogical proposal as a possibility of breaking this silence, through the stories of Mozambique worked at school, constitutes an effective means of implementing Law 10.639/03, Law 1.196/03 of the state of Amapá and Education itself Anti-racist.

14
  • FRANCISCA OLIVEIRA DA CRUZ
  • LITERARY AESTHETIC EDUCATION WITH 6TH-GRADE STUDENTS:

    Limits and Possibilities

  • Advisor : ZAIR HENRIQUE SANTOS
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • LUIZ PERCIVAL LEME BRITTO
  • ZAIR HENRIQUE SANTOS
  • Data: Sep 16, 2024


  • Show Abstract
  • LITERARY AESTHETIC EDUCATION WITH 6TH-GRADE STUDENTS:

    Limits and Possibilities

    Abstract

    This dissertation is linked to the Study, Research, and Intervention Group in Reading, Writing, and Literature in School (LELIT) and to the Professional Master's Program in Letters - PROFLETRAS. The aim is to observe how aesthetic education in schools, systematically conducted through literature, can contribute to the holistic development of human beings, considering the context in which it occurs. It examines the functionality, efficiency, and diversity of such activities, specifically the ways of providing aesthetic experiences, while pointing out possibilities and limitations encountered in the teaching process of literary aesthetic experience in schools. This empirical-interventionist research, therefore a participatory research, was conducted in a municipal school in Altamira / PA. The intervention involved a mediation proposal called "One Reading for Each Day," designed and implemented by the teacher/researcher in two 6th-grade classes. This intervention focused on the study of literary aesthetics, aiming to expose students to literary texts and audiovisual productions that interact with each other, emphasizing the aesthetic value these texts hold in shaping the holistic development of individuals. The research corpus consisted of Portuguese language classes and the pedagogical practices themselves, documented meticulously through video recordings, images, and diary entries (both by the teacher and the students). The research followed Minayo's (2009) assumptions and comprised three stages: 1. exploratory phase; 2. fieldwork; 3. analysis and treatment of empirical and documentary material. The findings underscore the importance of literary engagement and the relevance of literary aesthetic experience through the study and reading of literary texts in child development across all aspects, especially in the formation of their personality through aesthetic development and critical thinking. This fosters reflection on their own values and beliefs, as well as those of the society to which they belong. The results also highlight the need for continuous teacher training, a fundamental element for enabling a more comprehensive, dynamic, and reflective approach in educational practices.

15
  • ANA BETANIA FERREIRA ARAUJO
  • LITERARY READER TRAINING IN EJA: A PROPOSAL FOR READING MILTON HATOUM'S STORIES
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • SIDENY PEREIRA DE PAULA
  • ZAIR HENRIQUE SANTOS
  • Data: Sep 19, 2024
    Ata de defesa assinada:


  • Show Abstract
  • This dissertation, entitled The Formation of Literary Readers in EJA: A Proposal for Reading Short Stories by Milton Hatoum, is linked to the Professional Master's Program in Literature – PROFLETRAS –, offered nationwide to Portuguese Language teachers in Elementary Education, who seek continued training to improve their teaching practice and the quality of education in the country. The chosen theme focuses on the study of literary reading in native language classes, as it is understood that this is a great ally in the development of citizens capable of understanding and interacting in the world in which they live. Thus, the participatory research aims to contribute to the formation of literary readers in Youth and Adult Education – EJA –, based on the work Cidade Ilhada, a collection of short stories by Milton Hatoum. To develop the research, it was necessary to divide it into two moments: the first, the bibliographic research, highlighted the main authors who deal with EJA, literary literature and Amazonian expression, such as Loureiro (2000), Castilho (2011), Britto (2015), Fernandes (2004), Koch (2015), Silva (1997), Solé (1998), Zilberman (2009), Freire (1987; 1996) and Souza (2008; 2009), in addition to electronic searches on websites, such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Profletras Nacional repository. The second stage involves field research carried out in two 4th stage EJA classes that operate at the E. E. F. M. Ezeriel Mônico de Matos School, located in the city of Santarém, state of Pará. In order to profile these students regarding their practice of reading literary texts, a questionnaire with open and closed questions was applied. As a result of this survey, it was found that of the 34 students enrolled in the classes, more than 50% were unfamiliar with the writers from the region. Based on these data, an intervention based on the workshops Tales to wake up and enchant (Rodrigues, 2020) was proposed. After developing the proposal in the selected classes, we found that the use of texts that reflect the cultural environment of the students can contribute significantly to the development of interest in reading and to the formation of more engaged and critical readers, reinforcing the importance of pedagogical practices that value regional literature.

     

     

     

      

16
  • RENILZA FONSECA DA PAIXÃO
  • School library: creation of a place to read and reflections on the possibilities and limits of encouraging people to read in a rural community in the municipality of Alenquer/PA.

  • Advisor : ZAIR HENRIQUE SANTOS
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • VANESSA DE ABREU CAMASMIE
  • ZAIR HENRIQUE SANTOS
  • Data: Sep 20, 2024


  • Show Abstract
  •  

    This work has as its theme School library: creation of a place to read and reflections on the possibilities and limits of taking people to read in a rural community in the municipality of Alenquer and is linked to the Professional Master's Program in Literature – Profletras, to the Group of Reading Studies and Intervention in Children's and Young Adult Literature at School – Lelit, at the Federal University of Western Pará – Ufopa – and follows the line of research Children's literature, literature and education, reader training. The objective of this is to investigate the cultural transformations resulting from the creation of the school library at the Municipal School of Early Childhood Education and Elementary Education Dulcinéia Campos dos Santos Sá as a space for the development of collective reading actions in a rural community school, which offers reading actions in a collective and participatory in an omnilateral perspective, where the human being reveals his dimensions, whether physical or psychic. The research methodology is intervention research, in which the research agents are in constant partnership, so that the library is established at the school and reading actions are developed. The study began in the first semester of 2021 and continued until April 2024, but I hope to continue observing whether the school will continue its actions to encourage reading. The theoretical basis is: Britto (2012, 2015), Candido (2011), Silva (2004, 2009), Santos (2016), Bértolo (2014) and Castrillón (2011). The results indicate that the school was involved and encouraged to use the created school library space and develop reading activities with students. The reading actions contributed to the better improvement of those involved. It is observed, however, that teachers' adherence is still partial, not constituting collective actions, even though some have been continuous.

17
  • JOEL DE SOUSA ALMEIDA
  • INFLUENCE OF ORALITY ON THE WRITING OF STUDENTS OF THE 6TH YEAR OF ELEMENTARY SCHOOL OF THE PEDRO REGALADO DE SOUSA SCHOOL IN PORTO DE MOZ - PÁ: ABSENCE AND EXCESS OF WHITE SPACE, HOW TO INTERVENE?
  • Advisor : RAIMUNDO NONATO VIEIRA COSTA
  • COMMITTEE MEMBERS :
  • CELIANE SOUSA COSTA
  • RAIMUNDO NONATO VIEIRA COSTA
  • SARAH ELIZABETH DE MENEZES TEIXEIRA
  • Data: Oct 25, 2024


  • Show Abstract
  • This work aims to observe how orality influences students' writing acquisition and how cases of hyposegmentation and hypersegmentation are included in this process; as well as problematizing the absence and excess of white space verified in the writing of students of the 6th year of elementary school at the Pedro Regalado Antônio de Sousa school in Porto de Moz-Pá, at the same time, reflecting on the role that the education professional, in the person of the teacher, especially of the mother tongue, has so that these deviations in the students' writing are extinguished, or at least diminished. The main objective is to investigate the causes of these cases and how they happen, for this, texts produced by the students will be the basis of this investigative process, from there I will propose intervention compatible with the difficulties encountered. To this end, an intense bibliographic research was carried out in order to find the hypotheses for this problem and to study ways in which it can be solved. The lack of knowledge on the part of education professionals regarding linguistic processes, especially those related to phonology and phonetics of the Portuguese language, as well as the influence of orality on writing are hypotheses raised to clarify the occurrence of such cases. Although the entire process of investigation regarding cases of hyposegmentation and hypersegmentation in the classroom took place after the period of the COVID-19 pandemic, all preventive precautions were adopted. Therefore, it is a fundamental prerogative that the Portuguese language teacher knows and knows the theory that covers his area of expertise. In order to achieve the objective of this work, a theoretical, documental and diagnostic approach will be used, through the collection of information using questionnaires with simple questions, directed to students, students' guardians and teachers of the class. In view of the results obtained, intervention activities will be proposed in order to minimize or even solve difficulties encountered in the students' writing. To this end, renowned and relevant writers in this field of study were taken as a theoretical assumption, such as: Silva (1994), Cagliari (2002), Capistrano (2007), Marcuschi (2008, 2010), among others. In addition to the research, activities were also carried out with students of the 6th grade of the Pedro Regalado Antônio de Sousa Municipal School of Elementary Education, in the municipality of Porto de Moz - Pará; to produce texts, which were analyzed during this work.
18
  • ZILEYCE DAMASCENO PEREIRA
  • Linguistic analysis based on noun subordinate clauses: a proposal for description and teaching for elementary school classes
  • Advisor : RAIMUNDO NONATO VIEIRA COSTA
  • COMMITTEE MEMBERS :
  • CELIANE SOUSA COSTA
  • RAIMUNDO NONATO VIEIRA COSTA
  • TEREZINHA DE JESUS DIAS PACHECO
  • Data: Nov 1, 2024


  • Show Abstract
  • The theme study: "Linguistic Analysis based on noun subordinate clauses: a proposal of description and teaching for elementary school classes", has as its object of investigation the direct objective noun subordinate clauses. This object had linguistic analysis as a parameter for teaching, because these practices enable the student to exercise the full analysis of linguistic knowledge that involves syntactic, semantic and textual discursive aspects; thus developing awareness of these aspects and enabling students to expand their reading comprehension and interpretation skills, as well as textual production practices. For the effectiveness of the linguistic analysis practices, an intervention proposal was developed in a sequence of ten classes, some of forty-five minutes and others of ninety minutes, with the participation of forty-nine students of the ninth grade of Elementary School. The intervention proposal was created from classroom observations through the experience of the research teacher, as well as the problematization addressed in discussions and reflections of theorists such as Geraldi (1984, 2004), Neves (1997, 2006, 2021), Perini (2006) and Antunes (2007, 2014), regarding the role of the Portuguese Language Teacher, that is, what he should teach to a student who masters the language to be taught. It is also hoped that, with this study, it is possible to suggest to the Portuguese language teacher an experience of practices of the linguistic/semiotic analysis axis, which is part of the Portuguese Language curricular component found in the current guiding document of basic education in Brazil, which is the National Common Curricular Base – BNCC (2018).
2023
Dissertations
1
  • JORGE LUIZ DA SILVA GRANJEIRO
  • THEATRALIZATION OF TEXT AS A TEACHING PROPOSAL IN FUNDAMENTAL EDUCATION

  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • ANA MARIA VIEIRA SILVA
  • SANDRO SANTOS ORNELLAS
  • Data: Apr 26, 2023
    Ata de defesa assinada:


  • Show Abstract
  • The research project exposed focuses in the study of the theatricalization of textbooks texts as a resource for teaching-and-learning of students from the 6th to the 9th grade of Brazilian Elementary School, based on Spolin's theater games (2014) and Boal's theatrical techniques (1991). From the public presentations of Greek tragedies to the philosophical dialogues of the Old Age, the dramatization of poetry was directed on both moralization, aestheticization, health and the production of knowledge of the Human Being. Interpreting in a rhymed and musical way provided viewers with the catharsis process described by Aristotle (1990). In the Scholastics of the Middle Ages, the textbook was created in order to form the clergy, under the limitation of Trivium and Quadrivium. Only in Modernity, mainly, with Rousseau (1979) and Schiller (1995), esthetic education reaches a degree of importance previously found only in pagan culture. In a way, Spolin demonstrates how much the game, with all the mobilizing and materializing strength of human energies, can have an extraordinary pedagogical function, translating this potential of playfulness into a powerful learning tool, while Boal resumes the theatrical tradition that is brought as an activity into the school space. The theatrologist examines at the art of theater, challenging and dialogue with participants in the different movements and practices adopted. With these inferences, the theatricalization of textbooks texts as a methodological resource is intensified, becoming favorable to the intended educational intervention.


2
  • ELCILENE CATIVO DE OLIVEIRA DE SOUZA
  • AFRO-LITERARY LITERACY FROM SHORT STORIES BY BLACK AUTHORS
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • PIEDADE LINO VIDEIRA
  • ANA MARIA VIEIRA SILVA
  • ANDREI SANTOS DE MORAIS
  • Data: Jul 25, 2023


  • Show Abstract
  • This work reflects on the presence of Afro-Brazilian literature to strengthen anti-racist practices inside and outside the classroom and, more specifically, presents a proposal for an educational product aimed at teachers from three public schools in Amapa. , with the aim of promoting the insertion of literary reading of short stories by black authors, in Portuguese language classes in the 9th grade of Basic Education. The general objective is to investigate the potential of dialogue between Afro-Brazilian literature and education for ethnic-racial relations, in the light of qualitative research, based on official documents, interviews, courses, lives and, especially, in the production of AMÂNCIO (2014), CANDIDO (1995), DALCASTAGNÈ (2011), DUARTE (2008; 2014), DEBUS (2017) GIROTO E SOUZA E (2010), COSSON (2018; 2020; 2021), SOLÉ (1998) among others. The research problem sought with this study, namely: How can Afro-Brazilian authorship stories contribute to the deconstruction of racist practices and concepts inside and outside the classroom? Why are literary literacy practices important for the continuous reading training of teachers and, consequently, students? The methodology adopted for the proposal of an educational product consisted of an Afro-literary literacy workshop based on the suggestion of basic sequences and the formation of literature circles, based on the short stories: “Father against Mother”, by Machado de Assis; “O Filho de Luísa”, by Joel Rufino dos Santos”; “Alicerce”, by Geni Guimarães; “The flying carpet”, by Cristiane Sobral; “The Wonder Woman”, by Bianca Santana; and in the literary production of the people from Amapá, Esmeraldina dos Santos, with “O dreamed of a girl”; “Of love and faith”, by Angela Nunes; and “The chosen one”, by Manoel Bispo. Among the results intended for continuing education for teachers, we proposed the “Afro-literary Literacy Workshop in practice” (Educational Product), hosted on the virtual platform of Google Sala de Aula, based on the possibility of building references to combat discrimination and respecting differences, based on the Afro-literary literacy of teachers and, consequently, of students. Thus, enhancing the implementation of Federal Law nº 10.639/2003 and State Law nº 1.196/2008, with effective actions of racial ambience in schools.
3
  • PABLO RENER RIBEIRO RABELO
  • COMIC BOOK AS A DIDACTIC RESOURCE FOR THE TEACHING OF PORTUGUESE LANGUAGE IN NINTH YEAR CLASSES.
  • Advisor : RAIMUNDO NONATO VIEIRA COSTA
  • COMMITTEE MEMBERS :
  • CELIANE SOUSA COSTA
  • RAIMUNDO NONATO VIEIRA COSTA
  • TEREZINHA DE JESUS DIAS PACHECO
  • Data: Aug 18, 2023
    Ata de defesa assinada:


  • Show Abstract
  • This research project is aimed at the construction of a didactic proposal for the Teaching of Portuguese Language in classes of the 9th year of elementary school. The teaching-learning process has as a didactic resource the comic book genre, especially cartoons and humor strips. The main objective is to understand the morphosyntactic and semantic phenomena of the Portuguese language through the perception of the communication mechanisms of comic books. The purpose of this proposal is to foster an analytical learning of the functioning of the native language, through the understanding of the expressive resources of the humor strips. The project has a bibliographic foundation based on theories of Textual Linguistics and recent studies on the comic book genre. The theoretical framework is based on the argumentative assumptions of Koch (2011), Santos (2002), Kleiman (1989), Ramos (2014), Vergueiro (2010), Higuchi (2002), Mattoso Câmara Jr. (1981), Souza e Silva & Koch (2011).
     
4
  • DEYSE ANE SOUZA DA SILVA
  • BRAZILIAN LITERATURE OF AMAZON EXPRESSION: STRATEGIES READING FOR FUNDAMENTAL EDUCATION FINAL YEARS
  • Advisor : LAURO ROBERTO DO CARMO FIGUEIRA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • MARIA DE FÁTIMA DO NASCIMENTO
  • Data: Dec 11, 2023


  • Show Abstract
  • The Brazilian Literature of Amazonian Expression brings with it all the culture of the Amazonian people. Thus, this work aimed to use this Literature as a means of enabling the formation of proficient readers in Elementary School Final Years. Therefore, we used the interventional project in which we carried out reading strategies which we contributed to in Solé (1998), Kleiman (1993) and Cosson (2006). We understand that the Brazilian Literature of Amazonian Expression can subsidize the formation of beginner readers since a literary education takes into account the cultural experiences of the students. The research was carried out within the scope of the city of Uarini - Amazonas, at the State School Edson Melo. We used a qualitative and participant research while the short story was used to exemplify the Brazilian Literature of Amazonian Expression in the intervention project. The interventional project was applied in an 8th grade class of Final Years Elementary School to verify the receptivity of the students in relation to the Brazilian Literature of Amazonian Expression and questionnaires were applied to the Portuguese Language teachers and students. As a theoretical basis of this research for reflections on literary theory, we rely on Britto (2005), Koch (2006), Colomer (2003), Cândido (1987), Souza (1977), among other authors; as for the national guiding fundamentals, of the Basic Education Chamber/MEC, we used the PCNs (1998) and the BNCC/EF (2018).

2022
Dissertations
1
  • ADEILSON LIMA DA SILVA
  •  LANGUAGE VARIATION IN SCHOOL WRITING: the use of anaphoric direct object in texts with a high degree of stylistic monitoring.

  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • MARIA DA CONCEIÇÃO DA COSTA GOLOBOVANTE
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Feb 1, 2022


  • Show Abstract
  • This work aims to show how linguistic variation manifests itself in written texts with a high degree of monitoring, in order to provide a reflection on this theme that is still treated in a superficial and distorted way in Portuguese language classes. Aims to show that variation is inherent to the language, this work shows a grammatical phenomenon that manifests itself in different ways in the speech and writing of educated people. These are the forms of direct object resumption of the 3rd person in order to show which forms of resumption are most used in written texts in the school environment and to find out if students know and use the standard variant in texts with a high degree of stylistic monitoring. The research aimed, in addition to contributing to the student's linguistic knowledge, the enhancement of linguistic variation in Portuguese language classes and the fight against linguistic prejudice. The object of investigation is the journalistic news text genre, as it is a text that is fully monitored in its production and is used as a formal language reference or language standard. The methodology will be a diagnostic analysis of the production of two textual genres made by students in the classroom and from there, a didactic proposal was created for the Portuguese language classes, having as reference the result of the diagnosis made in the classroom .

2
  • VERÔNICA DA SILVA NOGUEIRA
  • Popular oral narratives: a methodological proposal for the insertion of orality in Portuguese language teaching

  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • CELIANE SOUSA COSTA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Apr 29, 2022


  • Show Abstract
  • This work aims to suggest a teaching strategy for the oral modality, with the use of oral narratives, to promote Portuguese language teaching that favors the development of linguistic-discursive skills of students in the 7th year of elementary school II, in a school from the state education network, in the municipality of Parintins – Am. This proposal emerged from the need to seek alternatives with language teaching practices that promote the appreciation of orality in the school context, starting from the appreciation of popular knowledge for the development of students' communicative skills. Based on a study based on theoretical concepts about orality and oral traditions in the teaching-learning process, analyzes were carried out on a diagnostic questionnaire applied to the teachers participating in the research, which sought to investigate orality teaching strategies in language classes. Portuguese, whose result contributed to the development of the intervention proposal. The methodology adopted in this work consists of the presentation of a didactic sequence, as a suggestion to work the oral modality in 7th grade elementary school classes. The main scholars used to reference this study are: Marcuschi (2003 – 2010); Carvalho and Ferrarezi Jr. (2018), Castilho (2000), Leal, Brandão and Lima (2012), among others.

3
  • LUCIENE MARINHO DA SILVA
  • Strategies of relativization in Brazilian Portuguese: diagnosis of an 8th grade elementary school class in Santarém-PA and proposal for grammar teaching.
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • ROBERTO DO NASCIMENTO PAIVA
  • ELIANE PEREIRA MACHADO SOARES
  • Data: Jun 14, 2022


  • Show Abstract
  • The present work has the general objective to identify relativization strategies used by 8th grade students and to propose activities of language in use that help in the reflection and mastery of the Portuguese language, regarding the use of relative clauses. The relativization strategies – a variable phenomenon in Portuguese – refer to the process of structuring the adjective subordinate clauses, being an important mechanism of textual cohesion. To achieve the research objectives, we developed an interventional proposal with activities of language in use, considering three different aspects supported by the research by Vieira (2017), which addresses three axes for the teaching of grammar. This proposal can be applied in classes of the 8th year of elementary school, with the objective of: (i) proposing activities that contribute to the reflection of different strategies of relativization; (ii) promote the reflection of linguistic variation as a phenomenon inherent to any linguistic system; (iii) enable students to learn the language in use; (iv) highlighting the heterogeneity of language through different relativization strategies; (v) demonstrate the dynamic character of language and its transformations; (vii) develop the linguistic awareness of the language student/user. To reference this work, authors such as Neves (2000–2019), Cunha & Cintra (2013), Ro-cha Lima (2019), Bechara (2009), Castilho (2010), Perini (2003–2010), among others. Considering the result of the intervention proposal in which students preferentially used relative structures with low structural complexity, evidencing the lack of knowledge of the possibilities of using relative clauses, we developed a didactic proposal with language activities in use that can help students at this level of elementary school in the reflection and mastery of the Portuguese language, regarding the use of relative clauses.

     

     

4
  • JOSÉ RIBAMAR BATISTA DE MORAES
  • APPROPRIATION OF SMARTPHONES IN EDUCATIONAL PRACTICE: A proposal for a reading strategy in Youth and Adult Education

  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • ELIANE CRISTINA FLEXA DUARTE
  • HELIUD LUIS MAIA MOURA
  • Data: Jun 30, 2022
    Ata de defesa assinada:


  • Show Abstract
  • The project presented here is characterized as a qualitative bibliographic research, in which the postulates of action research defended by Thiollent (1986) will be used. The main objective is to work with 4th graders. stage of Youth and Adult Education (EJA) of the elementary school of the Municipal School Dom Anselmo Pietrulla of the municipal network of Santarém reading strategies in the socio-interactional cognitive perspective, mediated by the smartphone from short narrative genre texts such as short stories, parables and fables, together with other genres such as lyrics and videos. Theoretical support, with respect to communication information technologies, will come from the assumptions made by Castells (2002) and Almeida (2000, 2003). As for those referring to reading strategies, the contribution will come from the ideas of Solé (1998), Kleiman (2011) and Colomer & Camps (2008).

5
  • GLAIANY PINHEIRO MACIEL
  • TEACHING ACTIVITIES INTEGRATED IN PORTUGUESE LANGUAGE TEACHING: DIALOGICAL RELATIONSHIPS IN THE JOURNALISTIC-MEDIATIC FIELD
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANA MARIA VIEIRA SILVA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Oct 31, 2022
    Ata de defesa assinada:


  • Show Abstract
  • This work, still in progress, aims to contribute to linguistic studies, aiming to complement teaching practice, starting from the investigation of activities that enable the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Didactic Activities (ADI's) created by Moura (2017) through the axes of orality, reading, writing and linguistic reflection. The general objective is to discuss themes through the genre of reporting in an interactionist and dialogical perspective of the language and in the teaching of discursive genres in the journalistic-media field, identifying methodological strategies through the means of ADI's, proposing activities that help in the reflection and mastery of the language, regarding to its use. ADI’s strategies refer to the process of developing the skills of the Portuguese language discipline, through an educational practice carried out in cycles. To achieve the research objectives, I developed an intervention proposal with language activities in use, considering the dialogism supported by the research and the assumptions of Bakhtin (1997, 2006, 2010). This proposal may be applied in classes of the 9th year of Elementary School, with the objectives of: (i) proposing activities that contribute to linguistic reflection through discourse genres; (ii) promoting reflection in the reading and writing process as a phenomenon inherent in the entire linguistic system; (iii) provide students with knowledge of the language in use and collaborate in the formation of responsive subjects; (iv) to contribute to the educational process actively and efficiently in dialogical relationships; (v) demonstrate the dynamic character of the language in its orality and its social function. To reference this work, we used as a basis authors such as Volóchinov (2017), Marcuschi (2008, 2010), kleiman (2007, 2008, 2016), Moura (2017, 2018), Antunes (2003) who study language teaching through discursive genres, taking into account her interactive role in social practices. The methodology is classified as qualitative participant, as it allows both the role of researcher professor and researched professor. For the analysis and description of activities and data collection in the application of this intervention project in the 9th grade of Elementary School, field diaries, recordings and records in the students' notebook will be used. In this way, the aim is to collaborate in the construction of knowledge and develop the skills involved, to contribute to the educational process in an active and efficient way in dialogical relationships, seeking to achieve a satisfactory quality standard and adding to the teaching already offered by the public network.

6
  • SUZANA DE JESUS VIEIRA BATISTA
  • Connectives and the relationship of meanings in the text: a proposal for language teaching through the current use of the coordinator “but”.

  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Nov 25, 2022


  • Show Abstract
  • The approach to connectives and the relationship of meanings in the text intends to develop a study related to the great difficulty that students in the final years of elementary school have in recognizing problems of textual coherence and paragraph organization in their textual productions. It is based on linguistic functionalism studies that consider the analysis of the language in use in social interaction processes as a starting point for language teaching. We established as a general objective to investigate how activities with the current use of the connective “but” can enable the student to recognize problems of cohesion and coherence in the text itself. The theoretical basis of this work is referenced in Franchi (2006), Cunha and Cintra (2017), Bechara (2015), Lima (2020) Neves (2017-2018), Castilho (2019), Perini (2020) Marcuschi (2012- 2018) Koch (2018) Vieira (2019) among others. Some of these authors conceive grammar in a traditional way, others in a descriptivist way, or approaching the conception of text in the process of communicative interaction. The methodology used was developed from the diagnostic analysis of the data that were collected through a textual production of a dissertation-argumentative text, in which it was verified how students use the coordinating textual connectives and specifically analyzed which meanings the coordinator “but” presents in the texts of the teachers. It is considered in this study that the diagnostic analysis is a fundamental part of the work with the teaching of grammar, as it is from the uses that the teacher will be able to verify how he will approach the content for the student. The results revealed that the meanings proposed by research on this connective were confirmed, based on this information, a didactic sequence was developed based on the proposal for the teaching of grammar in three axes, aiming at a reframing of language teaching in order to expand knowledge student's language skills and, in this way, contribute with Portuguese language teachers to the development of the reflective study of grammar.

2021
Dissertations
1
  • CRISLUANE CRUZ RODRIGUES
  • TAKING ADVANTAGE OF THE TEXTBOOK: ANALYSIS OF ACTIVITIES ABOUT THE VERB IN THE 6th YEAR LD
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • ELIANE PEREIRA MACHADO SOARES
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Jun 28, 2021


  • Show Abstract
  • The teaching of Portuguese and the use of textbooks stand out as an object of study in numerous researches in the field of linguistics, in order to investigate the work with this element in the language class, especially in questions related to the study of the class of verb words and from then on, to present suggestions that will bring linguistics closer to everyday practice in the classroom, this research aims to analyze exercises on verbs in textbooks, seeking to observe the proposed directions for the understanding of grammar. Therefore, we chose the functionalist theory of the North American current as the theoretical basis to establish our reflections and possible suggestions, emphasizing the propositions of Neves (2018), Furtado da Cunha (2015), Castilho (2010) etc, as well as authors who direct their studies for the practice of teaching Portuguese, for the so-called grammar, among them, we can mention: Neves (2002, 2006, 2012 and 2018). The material used for the research was the textbook (DL) for the 6th year of Elementary School from the Portuguese linguagens collection. The analysis began with the selection of questions that work on the concept, mode and tense of verbs, presented in the chapter of the book dedicated to the study of this class of words. Once the selection was made, we forwarded the study analyzing the proposed work to the grammatical element, verifying the concept of language and grammar involved in each question command, reflecting whether in fact the exercises in the book contribute to the development of linguistic and critical competence of the students. Furthermore, we tried to re-elaborate the issue considering the orientations of the functionalist theory, combining what is in the DL with the functionalist theory. Among the results, we verified that the activities of the textbook favor the postulates of normative, decontextualized grammar, which reaffirms the idea of a homogeneous and unaltered language. Given this finding, we present specific suggestions for the study of the verb, adding other questions or just pointing out another approach that the teacher can take, in the DL exercises themselves, always with the aim of stimulating the students' linguistic reflection, in the light of functionalism, in each question addressed. 

2
  • MARLISSON SOUSA DE ANDRADE
  • Portuguese Language textbook and Law 10.639 / 2003: (ex) inclusion of the black theme in the material of the 6th year of Elementary School

  • Advisor : LUIZ FERNANDO DE FRANCA
  • COMMITTEE MEMBERS :
  • CELIANE SOUSA COSTA
  • JACQUELINE DA SILVA COSTA
  • LUIZ FERNANDO DE FRANCA
  • Data: Aug 13, 2021


  • Show Abstract
  • This research, entitled “Portuguese Language Textbook and Law 10.639/2003: (ex) inclusion of the black theme in the material of the 6th year of Elementary School” – aims to investigate the implementation of Law 10.639/2003 in two textbooks of Portuguese Language for the 6th year of Elementary School distributed by the National Textbook Program (PNLD): To live together – Portuguese, by Ana Elisa de Arruda Penteado (2015) and Tecendo Linguagens, by Tania Amaral Oliveira and Lucy Aparecida Melo Araújo (2018 ). Based on authors who discuss racial issues in Brazilian education, such as Gomes (2005), Silva (2005; 2011), Munanga (2005), Amador de Deus (2008), Ribeiro (2013), among others, as well as in the anti-racist educational legislation, this is a bibliographical research that is centered on verifying whether, seventeen years after the institution of the law, the textbook has included or silenced the black theme in school. As this material is widely circulated both inside and outside the school space, books play a leading role in the formation of the individual and can serve as political instruments for the dissemination and/or deconstruction of stereotypes and racist discourses. In this sense, to assess the presence or absence of blacks in the materials, our analysis is directed towards two main aspects that structure the Portuguese language textbook: the texts, proposed activities and the authors. In addition to the work of analyzing the chosen material, it is also intended to present as a proposal for pedagogical intervention, from the books analyzed, a set of didactic strategies that favor Portuguese language teaching with a focus on promoting racial equality in the classroom and advance in the process of critical inclusion of the black theme in school.

3
  • MARIA DE FÁTIMA LOPES TRINDADE COELHO
  • WORKING WITH THE TEXTUAL GENDER REPORTING EXPERIENCES FROM INTEGRATED TEACHING ACTIVITIES: A PROPOSED INTERVENTION IN EJA.
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANDREI SANTOS DE MORAIS
  • RAIMUNDO NONATO VIEIRA COSTA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Oct 14, 2021


  • Show Abstract
  • This work aims to present a didactic action proposal to work on the teaching of textual genre that can take new directions and contribute significantly and effectively to the process of teaching and learning the language in the teaching of EJA / Fundamental. These are Integrated Teaching Activities (reading, writing, speaking, linguistic reflection), a proposal thought by Moura (2017), which has been researched and applied, presenting satisfactory and very effective results in terms of the optimization of pedagogical practice and the improvement of learner's discursive ability. To theoretically base this work, studies by some authors were used that understand language as a constant process of interaction mediated by dialogue, among them: Bakhtin (1981, 1992, 2003, 2010 a, 2011 [1993], 2014, 2015) , Bazerman (2011), Kleiman (2002, 2003, 2007), Koch (2006), Koch and Elias (2013), Marcuschi (2008), and Moura (2016, 2017, 2018, 2019). Working on the teaching of genres through a methodology such as Integrated Teaching Activities that prioritizes interaction and dialogue promotes the development of the subject not only intellectual, but will certainly cause the adoption of the responsive posture, enabling him to understand the language and achieve agree, disagree and infer with autonomy and independence in various social situations. The activities to be developed involve genres such as diary, reportage, autobiography, lyrics, news in addition to the main genre that the report of lived experience. This is what is intended when suggesting a teaching proposal for EJA / Fundamental developed from a dialogical perspective of language and that is considered the critical formation of students, that they are able to understand the language, reflect on it and know use it autonomously and naturally.

4
  • ALCILENE PINHEIRO DO AMARAL ARAGÃO
  • The formation of the literary reader from tales of Amazonian expression: a teaching proposal

  • Advisor : LAURO ROBERTO DO CARMO FIGUEIRA
  • COMMITTEE MEMBERS :
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • LUIZ FERNANDO DE FRANCA
  • MARIA DE FÁTIMA DO NASCIMENTO
  • Data: Nov 4, 2021


  • Show Abstract
  • This work is justified by its contribution to literary education, in Elementary School. It aims to investigate how the stories of Brazilian Literature of Amazonian Expression can contribute to the formation of readers based on the valorization of their cultural identity. It also aims to fill in the gaps that textbooks present regarding the absence of fictional texts produced in the Amazon region. The research finally shows that the LBEA tales transcend the singularity (the picturesque, the local) in the same way as the national canon. This literary expression aesthetically represents universal themes, full of regional motif, under a metalinguistic practice (particularity) in order to achieve universality (LUKÁCS, 1968). The theoretical bases that support this work are based on assumptions by Cândido (2004-2009); Queirós (2009); Roxel (2013); Solé (1998); Cosson (2014); Silva (2009), (2011); Lajolo (1999). These authors see literature as a space for humanistic reflection. The corpus under analysis presents oral and written texts from two classes from the 8th year of Elementary School, from the State School of Elementary and High School Maria Uchôa Martins. The activities developed have as their theme "Literary formation from the tales of Amazonian expression: a teaching proposal". Through the literary literacy proposal, three stories by Amazonian authors were analyzed: “Temporal do Amazonas” (Thiago de Mello); "The Revenge of Jão Taviano" (Rodrigues dos Santos) and "O Baile do Judeu" (Inglês de Sousa). These tales generated the production of oral exhibitions, debates, comics, theater and reviews, putting into practice the proposal of interactionist and reflective reading in order to expand the discursive - reflective capacity of students, in addition to making them autonomous in their choices and perceptions of your readings. Subsequently, the results of this research showed that through literary literacy it is possible to introduce a taste for literary reading, enabling students to become critical-reflective citizens of a society under construction, in addition to being experts in regional literature whose expression contributes to the collection of Universal Literature.

5
  • PAULA ANDRÉA GRANDAL DE ALMEIDA
  • INTEGRATED DIDACTIC ACTIVITIES: LEARNING PROPOSAL WITH DISCOURSE GENRES IN TIMES OF PANDEMIC
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANA MARIA VIEIRA SILVA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Dec 10, 2021


  • Show Abstract
  • This work was born from the reflections fostered in the classes of the Professional Master's Degree Program in Letters – PROFLETRAS, and from everyday experiences with the teaching of the mother tongue. Its objective is to propose a pedagogical practice to students of the 7th year of elementary school, based on activities that integrate orality, reading, writing and linguistic reflection, based on the study of discursive genres, in favor of the development of the ability to read, production and, consequently, the expansion of the possibilities of participation of individuals, in the different social fields in which they operate. The discursive genre is a complex semiotic instrument, which enables, simultaneously, the production and understanding of texts (oral and written), which enable human communication. Whether through communicative contexts or characteristics, texts differ from each other and are divided into genres. The study of these genres, in the classroom, allows the development of different language skills. This pedagogical proposal was thought, due to the fact that the current teaching model still prioritizes, in Portuguese classes, the contents of the normative grammar, using the text only as an anchor for the study of formal contents, denying the protagonism of social contexts and situations of communication present in the discursive genres. The theoretical basis of this work is highlighted by Bakhtin, Kleiman, Rojo, Antunes, Marcuschi and Moura, who, following Bakhtin's line of research, developed the study of ADIs (Integrated Didactic Activities of Orality, Reading, Writing and Linguistic Reflection). The research that we propose also considered a new element, in the current scenario of Brazilian education, the pandemic of COVID-19, which constitutes a challenge for teaching-learning by demanding behaviors and educational tools that are different from those commonly adopted by schools. The applicability of the project proved to be fruitful for the teaching-learning of the mother tongue, through discursive genres, as it contributed to the construction of knowledge based on the relationship between orality, reading, writing and linguistic reflection in real communicative situations. uses of language.

6
  • HAMILTON JOSÉ FERNANDES DA SILVA
  • ORAL NARRATIVES OF THE AMAZON: STORIES TOLD, STORIES CREATED IN A 7TH YEAR CLASS OF FUNDAMENTAL EDUCATION
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • HELIUD LUIS MAIA MOURA
  • TEREZINHA DE JESUS DIAS PACHECO
  • ZAIR HENRIQUE SANTOS
  • Data: Dec 23, 2021
    Ata de defesa assinada:


  • Show Abstract
  • In our experience as an elementary school teacher, we noticed the almost total lack of encouragement for literary reading and, by extension, writing by students. Reading is almost always about a grammatical subject to be studied, or some text related to it. The student is then faced with compulsory reading, about which he has to answer questions or take lessons. Such a mandatory character takes away the pleasure of reading, and the student only performs it in the classroom, with the order of the teacher, thus losing the opportunity to read in his spare time and in a different place from the school environment. Without stimulus for spontaneous reading, the student also loses the ability to recognize himself in the text read and, mainly, the ability to project himself into a text of his own. On the other hand, we have the presence of oral narratives that, for a long time, populate the imagination of the inhabitants of the region bordered by rivers and Amazonian forests. Stories told at dusk, of supernatural entities, fantastic creatures that would inhabit the waters and forests, and would interfere in the experiences of men. These are stories that captivate listeners, and that are already part of the repertoire of local residents. Boto, Boiuna, Iara, Curupira are stories that have been heard. From this reality, some questions arose: Would bringing these narratives to the classroom have any influence on the student's reading and writing work, in the sense of improving this work? Would such oral narratives have a positive impact on textual production in the classroom? How would oral narratives from the Amazon contribute to the student's textual production? These and other questions guided this research, which has the general objective of making available to the student the Amazon oral narratives in the written form, leading him to create the habit of textual production. In addition to this, we also aim to achieve other objectives: to show the student the importance of valuing Amazon oral narratives, stimulating oral and written practice, dialoguing with these narratives, encouraging their creativity in the production of new narratives. It is believed that by enabling the student to recognize these narratives in his school and community practice, one can contribute to him becoming the protagonist of his own culture.
    To this end, this research was developed in two phases: the first, of bibliographic character and the second, with the application of an intervention project as a methodological proposal to work on reading and the textual production of students in a class of 7th grade of teaching fundamental.
2020
Dissertations
1
  • NAIRA AUGUSTA PEDROSO DE SOUSA OLIVEIRA
  • What bug is that? Orality at BNCC.

  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • LUIZ PERCIVAL LEME BRITTO
  • EDIENE PENA FERREIRA
  • CELIANE SOUSA COSTA
  • Data: May 15, 2020


  • Show Abstract
  • This text presented to the qualification seeks to answer the following question: how orality is understood in the Common National Curriculum Base - BNCC and what are the implications of this conception for the organization of the current teaching of Portuguese in elementary school? The methodology adopted is documentary analysis - Common National Curricular Base (2017). The work contains three chapters under construction. The first refers to the teaching of Portuguese language, with emphasis on oral work in school. I draw on research from Castilho, Marcuschi, Geraldi, Britto, Antunes, Ramos; The second concerns what the BNCC proposes in relation to oral work at school. In this chapter, I approach the document's structural organization mode, highlighting the Portuguese language curriculum component, orality axis, in the elementary school stage. In the third chapter, I tell my teaching practice in dialogue with what the BNCC proposes for the teaching of orality, focusing on the 9th year of elementary school, because it is the series in which I develop my teaching action.

2
  • ELIANA PATRÍCIA SANTOS SARDINHA
  • Integrated didactic activities in teaching of genres: a dialogical perspective of language in elementary school

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANA MARIA VIEIRA SILVA
  • LUCIANE DE PAULA
  • Data: Jun 18, 2020


  • Show Abstract
  • This work aims to investigate how Integrated Teaching Activities (reading, writing, speaking, linguistic reflection) can resize the practice of teaching gender in Portuguese language, in elementary school, taking in account that these didactic actions can contribute to dynamize the student’s discursive capacity, go beyond the classroom context and gain a social dimension from the perspective of literacy. The theoretical bases that support this work are based on the theoretical assumptions of Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a, 2009b), Bakhtin (2006, 2010 to 2010b, 2016a, 2016b, 2017) and Moura (2016, 2017, 2018). For the authors, language is a constant process of interaction mediated by dialogue and not just as an autonomous system. The Integrated Teaching Activities, in the way that they implement their methodologies, contribute to the students’ autonomy in relation to production and understanding of genders and their training, as a responsive citizen. The corpus in analysis consists of oral and written texts by a group of thirty students from 6th grade from São Raimundo Nonato Elementary and Secondary School, a public/ affiliated (philanthropic) school located in Aldeia neighborhood, in Santarém- Pará, with texts used by the class teacher. The activities developed were described and analyzed, considering the genres reportage, interview, agricultural calendar, reports, comments, and ticket, putting into practice the proposal with the dialogical perspective of language in elementary level. The results of this research show that the studied genres collaborate effectively to the students study with more properly and autonomy the language and with possible social actions that will change their realities. These activities aim at the formation of responsive citizen, it means that the listener receives and understands the linguistic significance of the discourse in question and adopts, for this discourse, an active responsive attitude agreeing or disagreeing with what is set or still complementing, adapting and rewriting what was said. The responsive attitude makes the listener a citizen in constant development during the process of listening and understanding the discourse. Critical training of students is important, as active citizens in society, able to understand the language, question, create and recreate it.

3
  • ANDREA NINA MONTEIRO
  • "THE PLACE WHERE I LIVE" IN DOCUMENTARIES: MULTILETRAMENTO IN PORTUGUESE LANGUAGE TEACHING

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • ANA MARIA VIEIRA SILVA
  • LUCIANE DE PAULA
  • Data: Aug 14, 2020


  • Show Abstract
  • This study aimed to evaluate as a proposal for the production of documents, based on the Portuguese Language Olympiad, developed through an intervention with students from a public school in Alenquer - Pará, and to perform as a tool for intellectual training from the Portuguese language classes in the perspective of Multiliteracy. It was taken for theoretical basis Freire (2015) in his Pedagogy of Autonomy; a dialogical perspective of language - Bakhtin (2011, 2013, 2016); Moura (2016,2017) - which follows a Bakhtinian line of studies of integrated didactic activities (ADIs) - as well as used as contributions by authors such as: Marcuschi (2011, 2008) on discursive textual genres; de Rojo (2011, 2012, 2019), Dionísio (2011) and Kleiman (1995) on Literacy and Multi-tools. A survey is a participant of the qualitative nature, in which the teacher / researcher collects and analyzes the data obtained through the observation of her classes, making daily use of written records, voice and video recordings, in addition to the application of the questionnaire for student evaluation. The results point to a school still under construction of a teaching philosophy that aims to integrate knowledge. It also shows the importance of approaching new communication technologies in this integration so that intellectual training can also provide a more integral way. However, research still shows a difficulty in using these new technologies, either in technical terms, either due to lack of access or even due to a conservative view that these are just distractions in this environment.

     
4
  • RIZIOMAR PINHEIRO DE OLIVEIRA
  •  

     

    LITERARY READING AND PORTUGUESE LANGUAGE EDUCATION IN FUNDAMENTAL EDUCATION - 6TH TO 9TH YEAR: OPPOSING MARGINS OR CROSSING?

     

  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • CELIANE SOUSA COSTA
  • HELIUD LUIS MAIA MOURA
  • Data: Oct 2, 2020


  • Show Abstract
  • This Dissertation entitled Literary reading and the teaching of Portuguese in Elementary School - 6th to 9th grade: opposite margins or crossing? arises from a pedagogical need - literary education - so he investigated where Literature is in Portuguese Language classes. For data collection, comparisons, analysis of results, intervention and discussion, a semi-structured questionnaire was applied, with closed and opened questions to eight (08) Portuguese language teachers and two hundred and five students (205). The research was carried out in (05) five schools of the State Public Network, in the municipality of Santarém-PA. As an important part of the investigation, there was the verification and enumeration of the occurrence of literary texts in Portuguese language textbooks, used by students and teachers from those schools, in order to verify whether this pedagogical instrument promotes literary education through your texts. The data obtained with the application of the questionnaire were important for the realization of the intervention proposal, as they were socialized with the teachers participating in the research, in a scheduled meeting where several questions were asked, among which the absence of methodologies, collective planning and of Portuguese Language training courses for teaching Literature in Elementary Education, in addition to discussions aimed at developing strategies, capable of giving the literary text the potential it has. The bases used were Cândido (2004), Cosson (2012), Silva (1991,2004, 2009), Zilberman (2009), Geraldi (2012), in addition to articles and dissertations that dialogue with this theme. The analysis of the results obtained reveals that, although the literary text is linked to the teaching of the Portuguese language, it has only been the pretext for the teaching of normative grammar, for solving questions of comprehension and interpretation of texts, as well as a model for writing of texts of the same genre, thus not promoting literary education. Thus, an E-book was created, entitled “Invitation to crossing”, as a suggestion to Portuguese teachers of elementary school - 6th to 9th grade - in order to make not only present, but continuous and provocative the teaching of Literature in Portuguese language classes, being able to hold the student's attention and, thus, promote literary education, becoming a less didactic and more humanizing practice.

5
  • FRANCILEIDE COSTA RODRIGUES
  • READING OF AMAZONIAN EXPRESSION LITERATURE TALES: ENJOYMENT AND (RE) KNOWLEDGE OF CULTURAL PRACTICES
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • ITAMAR RODRIGUES PAULINO
  • LUIZ PERCIVAL LEME BRITTO
  • Data: Nov 6, 2020


  • Show Abstract
  • The present dissertation entitled Reading of stories from the Literature of Amazonian Expression: fruition and (re) knowledge of cultural practices was born out of the teacher-researcher 's anxiety when realizing the absence of reading activities with texts from Amazonian literature in the fundamental major (6th to 9th grade) and how these texts would be worked on so that students read more, perceived reading as a means of acquiring knowledge and valued cultural practices. As Cândido states, literature is a factor of humanization and human right, therefore, it must be available to everyone. With these activities, the student, in addition to having contact with inaccessible texts, has the opportunity to experience experiences and learnings that only the literary text provides. As an intervention activity in the classroom, a reading project called Tales to Wake Up and Enchant was developed, consisting of eight workshops, focused on reading stories of Amazonian Expression literature, applied to a 9th grade class in the city of Monte Alegre . The intervention proposal was transformed into an activity booklet that will support other teachers who feel the need to work with this type of reading and will be another contribution to the access to texts by these authors that are not found in books. Thus, this participative qualitative research aims to stimulate reading in elementary school students, using literary texts from three paraense writers, José Veríssimo, Inglês de Sousa and Benedicto Monteiro, who highlight the elements of Amazonian culture, promoting, thus, greater identity of the students with the texts read. The research was based on the studies of authors dealing with literary reading, mainly Bértolo (2014), Britto (2012/2015), Cândido (2011), Colomer (2007), Kleiman (1989/1995), Lajolo (1997/2001) and Solé (1999) and in some research already carried out within the scope of Profletras-Ufopa / UFPA on the subject. Experience has shown that Portuguese language classes should be the time and place where reading literary texts, including that of Amazonian Expression, should take precedence and serve as a starting point for other activities such as orality, linguistic analysis and textual production and that the teacher should mediate these activities at all stages.

     

6
  • DETIMAR PEREIRA DE LIMA
  • Literature in elementary school and the Common National Curriculum Base

  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • LUIZ PERCIVAL LEME BRITTO
  • ANA MARIA VIEIRA SILVA
  • ODENILDO QUEIROZ DE SOUSA
  • Data: Dec 10, 2020


  • Show Abstract
  • Master's Dissertation Literature in elementary school and the Common National Curriculum Base is linked to the Language, Grammar, Variation and Teaching project of the Group of Linguistic Studies of the Federal University of Western Pará (GELOPA), to the Study, Research and Intervention Group in Reading, Writing and Literature at School (LELIT) and the Professional Master's Program in Letters (PROFLETRAS). The general objective is to verify how the teaching of literature contributes to the teaching of Portuguese language and integral formation of the student in the contemporary conception of teaching literature in elementary school in Brazilian education. It also aims to identify and analyze the way literature proposes in the National Common Curriculum Base (BNCC) and examine its implications for teaching practice in elementary school. It is a qualitative research and its methodology was the bibliographic and documentary study, specifically analyzing the literature approach aimed at children and young people, considering the teaching-learning process of literary reading. Thus, this ongoing research for a Master's degree aims to reflect on the conceptions of literature in the final years of elementary school in the third version of the BNCC that became definitive in 2017 when sanctioned by the president of the republic. The BNCC is an official document of paramount importance for Basic Education. In its analysis of its conception of teaching literature aimed at the Final Years of Elementary School and considering recent studies on the teaching of literature and the literary formation of the reader, It is up to the moment of the research that the literature is not contemplated as an aesthetic object worthy of being appreciated with greater depth of analysis, reflection and interpretation, but only as a textual genre without much relevance to the teaching of the Portuguese language.

7
  • LOURIVÂNIA DA SILVA EVARISTO
  •  

     

     

    THE CHRONICLE TEACHING IN PORTUGUESE LANGUAGE IN THE PERSPECTIVE OF THE PORTUGUESE OLYMPIC

  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • HELIUD LUIS MAIA MOURA
  • ODENILDO QUEIROZ DE SOUSA
  • Data: Dec 31, 2020


  • Show Abstract
  •  

     

    This participative and qualitative research is linked to the study, research and intervention Group in reading, writing and literature at school - Lelit, from the Federal University of Western Pará - Ufopa. It aims to propose a reflective teaching of the Portuguese language in order to develop knowledge and intellectual skills of reading and writing of students with the chronic genre. In this regard, considering the importance of the Portuguese Language Olympiad - OLP, as it is a nationwide program, a reference in the work with gender teaching and, in this case, having the chronicle as an articulating element of language teaching, we organized an intervention plan with the Didactic Sequences - SDs proposed by the OLP, from the program Writing the future, in the teacher's notebook: The occasion makes the writer. The intervention was developed in a class of 8th grade of elementary school, from a public school in Belterra-PA, from april to august 2019. The research consists of an account of the entire path taken in the interventional work, emphasizing the workshop of presentation of the program, of works with reading and writing until the choice of text to represent the school at the event, aiming to understand, among other things, what is learned, when and in what school condition one learns to produce texts such as the chronicle. The results showed that the work with the chronicle in the 8th of elementary school, through the workshops proposed by the OLP, was well accepted by the students, motivating them to read and produce texts. Experience has shown that Portuguese language classes should be the time and place where reading and textual production should take precedence and serve as a starting point for other activities and that the teacher should mediate these activities at all stages. Therefore, in this study teaching was thought from an interactive perspective, with the student being the protagonist of history and of himself and, for this, linked to the structure of a major project that is the Portuguese Language Olympics - OLP.

2019
Dissertations
1
  • MARIA IVANILCE SILVA DA MOTA
  • Amazon Poems in the classroom: an incentive to the valorization of the culture, reading and production of texts in the elementary school

  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • LUIZ PERCIVAL LEME BRITTO
  • ODENILDO QUEIROZ DE SOUSA
  • Data: Feb 14, 2019


  • Show Abstract
  • The present work has as main title Amazon Poems in the classroom: an incentive to the valorization of the culture, reading and production of texts in the elementary school, and brings as title of the Amazon intervention proposal in verses: Reading of poems in class, as an incentive to the valorization of the literary production of Amazonian poets. The methodological proposal resulted in a pedagogical material as a suggestion to be used by elementary school teachers. However, as a test, this proposal was applied in a 6th grade class of the Municipal School of Basic Education of São Francisco, municipality of Obidos-Pá. In order to achieve the desired results, this dissertation was based on bibliographical research, qualitative and participant. In this sense, the main objective of this study was to study the poems of Amazonian authors, identifying the possible obstacles to the absence of these texts in primary education and, using this method, using methodologies for reading and writing and oral production. the exercise of these readings in the daily life of the elementary school student. In order to reach this objective, this work discusses, in four chapters, themes that will contribute to the development of reading, oral and written production of students in elementary school, as well as activities that will favor the awakening of the valorization of literary productions Amazon region. The main theorists who supported this dissertation were: Candido, Britto, Moisés.

2
  • LUIZ CARLOS MORAIS JÚNIOR
  • HYPERTEXT: THE LINK AS DIDACTIC RESOURCE IN READING STRATEGIES
  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • CRISTINA VAZ DUARTE DA CRUZ
  • ROBERTO DO NASCIMENTO PAIVA
  • DORIEDSON ALVES DE ALMEIDA
  • Data: Feb 15, 2019


  • Show Abstract
  • This dissertation, requested by Profletras (Professional Master's Program in Literature), is inserted in the research line Reading, Writing and Teaching of Portuguese Language, from a socio-interactionist perspective, focusing on reading strategies in the digital context. Firstly, a bibliographic research was carried out to support the design of the intervention project, carried out with students from the EJA (Youth and Adult Education Program) of the school called Vai Quem Quer, located in the rural area of Monte Alegre, in the state of Pará The general objective of the project that resulted in this dissertation was, based on the analysis of an intervention project focused on links as constituent elements of reading strategies, the feasibility of inserting the hypertext as a didactic reading support in the scope of Portuguese Language teaching . The genre selected for the strategic reading process was the lyrics, in which links were developed with the objective of providing readers with information that added to the previous knowledge they already had about the proposed theme, so that the reader could reach an understanding more meaningful in your process as a reader. In addition to the hypertexts, conventional texts were provided, the printed ones, that dialogued with the hypertexts in a way that complemented for the expansion of information. For this development, the research was anchored in Koch (2011,2012), Solé (1998), Colomé & Camps (2002) with regard to reading strategies, Bakhtin (1997), on language theory; Xavier (2009) and Marcuschi (2004) in studies directed to hypertext; Gomes (2011) in the didatização of the links and Lévy (1999) in what refers to the collective intelligence, among others. As a result, the research proved to be positive in the sense of linkage for specific purposes, in the informative case. 
3
  • JOSIANE SOUSA CARDOSO
  • ARTIFICER OF SAYING, PATHWAYS THAT TAKE READ: THE CULTURE OF THE NARRATION OF AMAZON ORAL NARRATIVES

  • Advisor : EDIVALDO DA SILVA BERNARDO
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • ANDREI SANTOS DE MORAIS
  • FRANCISCO EDSON SOUSA DE OLIVEIRA
  • Data: Feb 15, 2019


  • Show Abstract
  • There is, in the Amazon, the tradition of socially telling stories. Out of the everyday and the Amazonian imaginary, these narratives share experiences and educate. Given this, to recognize them was fundamental to make significant the accomplishment of this study, that aimed to analyze the efficiency of the oral narrative counting Amazonian as a methodological proposal in the promotion of the literary reading. Its pedagogical action was developed with seventh grade students of elementary school II, of municipal public school, in the city of Óbidos / PA. Based on a methodology directed to teaching, it involved the participation of students and teacher in a practice that facilitated reflection on the pedagogical action of the classroom, which enabled the teacher to be also a researcher. Thus, it was possible to open paths to literary art, in addition to other learning with orality. The result shows a proposal that is effective because it leads the student to read and improve their oral skills, in addition to getting him to write. Significant reasons to be developed in all grades / years of elementary education II. Its effectiveness counted on the pedagogical suggestions of BUSATTO (2003) and SOLÉ (1998). The authors of this paper are ZUMTHOR (2010,2014), LOUREIRO (1995; 2000), LARAIA (2001) BENJAMIN (1987), MOREIRA (1960), SIMÕES (2000; BRITTO (2015) MACHADO (2002), among others, helped us to make the theoretical course on Amazonian culture, oral tradition of narrative and reading. Therefore, a study that is prepared to be also source of inspiration for other proposals with the oral narratives of the Amazonian culture.

4
  • EDRIANA LÚCIA FONSECA DE MORAIS
  • OF THE LITERARY FOR THE LITERARINESS OF THE NARRATIVE OF THE AMAZON: A PROPOSAL OF TEACHING OF READING 

  • Advisor : EDIVALDO DA SILVA BERNARDO
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • ANDREI SANTOS DE MORAIS
  • FRANCISCO EDSON SOUSA DE OLIVEIRA
  • Data: Feb 15, 2019


  • Show Abstract
  • The literary artistic text is one of the most expressive instruments of collaboration in the formation of readers, because it carries a high quality and makes special use of the language, it has the great capacity of gives meaning to the world. It is necessary that the precious mission to train readers, genuinely attributed to school, should be carried out also through these texts, since they are constituted of knowledge about the world and man, capable of promoting intense experiences to the reader. Considering the relevance of the reading of literary artistic texts, in the school context, we tried to elaborate, apply and evaluate a reading practice of short stories about Brazilian Literature of Amazonian Expression. The objective of the methodological steps carried out here is to verify how Brazilian Literature of Amazonian Expression can contribute to the reader’s formation. Our target audience is the 8th grade elementary school students of the Nossa Senhora do Perpétuo Socorro Municipal School, observed here as beginning literary readers, capable of engaging in literary literacy practices within a critical and emancipatory perspective. The choice of this literary expression is due to its relevance to the characterization of this space, since the narratives approach and reflect in some way the social reality of the target audience of this intervention. This study made it possible to consolidate the knowledge of the process of constitution of the Brazilian Literature of Amazonian Expression, as well as its components, influencers and pioneers that allowed the sedimentation of a unique literature, capable of meaning the life of the students of this space. This reflection was based on the ideas TUPIASSU (2016), LOUREIRO (1995), SOUSA (2010), FARES (2014), JUNIOR (1969) BENCHIMOL (2014). The teaching proposal is based on the pedagogical knowledge proposed by SOUSA and GIRROTO (2014), COSSON (2012) and SOLÉ (1998). The reflections presented here throw a reflexive look at how the literary artistic reading in the school and how it can be done in a contextualized way close to the social reality of the student.

5
  • UDIRLEI ANDRADE DA SILVA
  • The Genre in the Classroom

    A teaching proposal to develop reading, writing and orality.

  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • DENNISON CELIO DE OLIVEIRA CARVALHO
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Jun 17, 2019


  • Show Abstract
  • Abstract

    Considered a fundamental activity in the student's intellectual development, reading
    in the classroom has been object of study whose purpose is to show that this practice
    can contribute to the formation of a critical and participatory reader, contributing in
    the development of writing and orality. In theory everything is so beautiful, but in
    practice, we perceive a sad reality where the student is demotivated, teachers who
    still insist on prioritizing the teaching of traditional grammar, disregarding the
    importance of teaching reading and writing in the development of competence
    communication. Therefore, we elaborated a proposal of teaching using the textual
    genre report, applied during the academic year of 2018, with the students of the 3rd
    and 4th stage of Youth and Adult Education of the Municipal School of Elementary
    Education Elza Albuquerque de Lima (Juruti-Pa). We developed a participatory
    research with "interaction between researchers and members of the situations
    investigated" (GIL, 1991) with students from the 3rd and 4th stage of Youth and Adult
    Education (EJA) during the academic year 2018, with the teacher (2010), Bamberger
    (1987), Castrillón (2011) and Petit (2008), 2 - Types and evaluations, In this paper,
    we present the results of the study of the literature of the literature on the subject:
    Bakhtin (1992) and Marcuschi (2008), and 3 - Report in the Classroom: Farias
    (2006), Lopes-Rossi (2005), Cunha (2003) and Lage to conclude that the textual
    genre in the classroom is a tool that makes possible the formation of readers and
    producers of texts according to the discursive perspective, but for this, the teacher -
    considered the main piece in this teaching-learning process of reading and must
    have r enough skills and knowledge to awaken in their students the taste for reading,
    and consequently, the arguments and the necessary subsidies in their development
    with the reader, also contributing with advances in their orality

6
  • ROSILENE DE ARAÚJO FARIAS
  • The School Library Protagonist: Ratifyng (or not) the importance of space for the promocion of cultural literacy

  • Advisor : ZAIR HENRIQUE SANTOS
  • COMMITTEE MEMBERS :
  • ZAIR HENRIQUE SANTOS
  • LUIZ PERCIVAL LEME BRITTO
  • ITAMAR RODRIGUES PAULINO
  • FABIOLA RIBEIRO FARIAS
  • Data: Nov 30, 2019


  • Show Abstract
  • School environment has got a space that is supposed to be of privilege to the formation of readers. Unfortunately, it is not what can be seen every day in Brazilian education institutes. Either there is space, but there are not books; or there is both space and books, but there is not pedagogical proposals that bring students closer to the books, raising their interest for reading. In the view of this problem, this research assumes that a well-structured library, with up-to-date collections and didactical proposals well defined for motivating reading, can collaborate significantly to the formation of readers at schools. Thus, this research has the aim of revitalizing the public library of the elementary school A Mão Cooperadora, located in the town of Itaituba-Pará, in order to check whether there has been an increase in the formation of reader and what resulting benefits of that contact through the library were. This study is of interpretive and intervention nature, and is made up of three fundamental phases: exploratory, filed research and analysis of material and is supported mainly by the studies of Britto (2012; 2015); Candido (2011); Silva (1984; 1993); Santos (2016); Bértolo (2014); Milanesi (2013) and Todorov (2014). The production and analysis of data used the procedures of qualitative research, by using the following tools: journal, images log, questionnaires and interviews. The research is linked to Programa de Mestrado Profissional em Letras – Profletras, of Universidade Federal do Oeste do Pará – Ufopa, and has had The Library William Gabriel with an archive of three thousand books about world literature. Research results have revealed significant expansion in the library attendance by junior and senior elementary students in the library, developing reading and text comprehension skills, as well as an improvement in the interaction and humanization of students.

     

7
  • ADALZINDA PINTO ARAÚJO
  • GENDERS AND INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR TEACHING IN THE DIALOGICAL CONCEPTION OF LANGUAGE FOR FUNDAMENTAL EDUCATION II
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • ELIANE PEREIRA MACHADO SOARES
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • Data: Dec 9, 2019


  • Show Abstract
  • This research arose from a concern of mine as a research teacher in the teaching environment – the difficulties presented by students to expressing themselves in a reasoned way, through the public written and/or oral discursive genres. In order to contribute to the strengthening of Portuguese language teaching and the significant learning of students, the object of this study is the proposal of teaching Integrated Didactic Activities (IDAs) elaborated by Moura (2017), which integrates the spaces of oral language, reading, writing and linguistic reflection contained in discursive genres. In the theorical aspect, I’ll find support on the contribution of Bakhtin's postulates (2011, 2016, 2017); Volóchinov (2017); Vygotsky (2008, 2018) for the understanding of language, discursive gender, utterance and dialogism as elements of interaction between subject-student, subject-teacher and the object of knowledge that generates learning. Following, I consider Moura's studies (2016, 2017, 2018); Brait's (2018); Faraco (2009); Rego (2012); Kleiman (1999,1995, 2008); Fiorin (2011); Marcuschi (1997, 2007, 2008) and Antunes (2016. The result of this research is compiled in this study: in the 1st chapter, I discuss the understanding of language, discursive gender and dialogism between subject-student, subject-teacher and the object of the knowledge. In the 2nd chapter, I present a reflection on the teaching proposal IDAs, its characteristics and perspectives for teaching practice. In the 3rd chapter, I present the research methodology. Supported by the studies of Thiollent (1986) the action-research guide the interventional practice in the 6th grade classes in the state school, in the interior of the Amazon. In the 4th chapter, I describe the pedagogical intervention activities, as well as the analysis and interpretation of the results. The analyzed data showed that by integrating the spaces of language on the themes that emerge from oral and written discursive genres, students begin to interact more in the discussions. The Linguistic reflection demonstrates, from the written production of the student, reflecting on the context of language in use. In the final considerations, I present the main situations detected in the researched environment and some propositions and inquiries.

8
  • EUCINEI JANETE COSTA COELHO DOS SANTOS
  • INTEGRATED ORALITY, READING, WRITING AND LANGUAGE REFLECTION ACTIVITIES: A SOCIAL INTEGRATIONAL AND DISCURSIVE TEXTUAL PERSPECTIVE

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • HELIUD LUIS MAIA MOURA
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • Data: Dec 9, 2019


  • Show Abstract
  • Faced with the reality of teaching Portuguese language learning, often reduced to the contents of normative grammar, focused on a textual approach tied to the study of typologies and the practice with discursive genres, prioritizing mainly the form and thus disregarding the real ones. social goals of communication. This research aims to investigate how a pedagogical practice developed in Portuguese language classes, through activities that integrate orality, reading, writing and linguistic reflection, considering the existing dynamics between discursive genres, contributes to increase the students' linguistic-discursive capacity. In order to reach the proposed objective, an intervention proposal was developed with an 8th grade class, in the classes of the Portuguese Language Discipline of the Rio Tapajós State School of Elementary and High School, in the city of Santarém-Pará. ADIs (Integrated Teaching Activities of Orality, Reading, Writing and Linguistic Reflection) postulated by Moura (2017), aims at teaching integrated learning of these linguistic practices through activities planned by teachers, which enable students to exercise their role and agency in an intense contact with different discursive genres, inserted in everyday social practices and in more formal communication situations. In this context, action research was used, discussed by Thiollent (1986), which considers the conscious intervention of researchers and the effective contribution of participants. The construction of this research seeks to be based on Bakhtin's dialogism and responsiveness principle, Vigotsky's interactionism and Marcuschi, Moura, Freire, Kleiman, Koch and Elias studies, Colomer & Camps, Rojo, Antunes, Soares and Bazerman. language. The data analysis points out the intertwining between the oral, reading, writing and linguistic reflection practices proposed by the ADIs, therefore, contributes significantly to the expansion of the knowledge already acquired by the students and adds new knowledge necessary for them to be able to learn. communicate effectively in different social contexts, and streamline the school environment with the use of language in real communication situations.

9
  • ANA DIANE PEREIRA VINHOTE
  • INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR EXPANDING LINGUISTIC-DISCURSIVE CAPACITY IN STUDENT EDUCATION
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • HELIUD LUIS MAIA MOURA
  • LUCIANE DE PAULA
  • Data: Dec 10, 2019


  • Show Abstract
  • This work developed from the concern with the fact that a teaching model that still makes the students passive, who see no use in what is being taught, is still in school. It aims to contribute to the studies and teaching of the Portuguese language, by investigating how activities organized through oral and written discursive genres contribute to the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Teaching Activities. (ADIs) to orality, reading, writing and linguistic reflection idealized by Moura (2017) through actions developed with elementary school students, in an interactionist and dialogical perspective of the language. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2013, 2016), Volóchinov (2017), Vygotsky (1998), and studies by researchers such as Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008 , 2016), Moura (2017a, 2017b, 2018), Antunes (2003), among others, who study the teaching of language taking into account its interactive role in social practices. The methodology developed in this project is qualitative research, characterized as action research, which seeks to interpret, understand the object to be studied, a way to reflect on Portuguese language teaching activities based on ADIs and how this process is received by students and teacher. Thus, besides being a researcher, he also puts himself in the perspective of teacher. Data description and analysis occur from the elaboration and development of the intervention project carried out with 9th grade students. For this, it was used the field diary, recordings to record the actions, speeches and situations that occurred. The research points, from the data and results collected, that the proposal of the ADIs through the discursive genres provides the protagonism of the student in the classroom, because he is encouraged to put himself as subject of the speech, agreeing or disagreeing, in orality and in writing, and the teacher assumes the role of literacy agent, which contributes to the formation of responsive subjects.
10
  • ANA PAULA SANTOS BARBOSA PAIVA
  • Integrated Didactic Activities (ADIs): dialogism between discursive genres for the production of the argumentative letter of complaint in the EJA
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • HELIUD LUIS MAIA MOURA
  • LUCIANE DE PAULA
  • Data: Dec 10, 2019


  • Show Abstract
  • This research aims to show the methodological proposal of Integrated Teaching Activities (ADIs) which is an integration between reading, writing, speaking and linguistic reflection practices, based on Bakhtin’s Theory and Literacy, can contribute to the effective and important way to teaching of discursive genres in an integrated way for students of Youth and Adult Education (EJA), developing their linguistic-discursive-responsive capacity. The research starts from two guiding questions: 1 - How to teach discursive genres in an integrated way for adolescent EJA students from a traditional context of Portuguese language teaching? 2 - Can the ADIs through dialogue between discursive genres be a form of Portuguese language teaching to enhance the teaching of orality, reading, writing and linguistic reflection in EJA? Ahead of these questions that so much disturb me while teacher- researcher  I propose an intervention project to the students of the 4th stage of EJA, Elementary School, in which I develop the reading, writing, speaking activities and linguistic reflection through ADIs in order to achieve the objective proposed in this research. The chosen modality is justified because it needs different methodologies from traditional Portuguese language teaching and that have political commitment with students' learning during all life, because the Portuguese language teaching comes failing in her methodological proposals to reading, writing, orality and linguistic reflection in basic education, especially in EJA. The theoretical bases that respect this work are Volóchinov (2017), Bakhtin (2011) and Street (2014). Following this same theoretical perspective, I make a study on the Moura’s theoretical-methodological postulations (2016, 2017, 2018, 2019), who is the creator of the ADIs, Kleiman (2002, 2008, 2016), Marcuschi (2008) and Rojo (2002). The corpus analyzed in a qualitative and subjective manner consists of oral and written texts by students of the 4th stage, class "A", as well as by the researched teacher of the Padre José de Anchieta Elementary School, in the municipality of Itaituba, west of the Pará State. The methodology of this research is paused in the Thiollent’s studies (1986) and his action research, through the development of a teaching proposal of the ADIs that integrate several discursive genres: conversation wheel, videos, scientific article, seminar, debate, written comment, poster, electricity bill, interview, oral and written report, Municipal Law No. 3,136 / 2017 (which deals with the Contribution of Public Lighting - CIP of Itaituba-Pará), argumentative letter of complaint and undersigned. The results point that ADIs can contribute effectively and meaningfully to the teaching of discursive genres in an integrated manner developing the EJA students’ linguistic-discursive-responsive capacity, even though this development be minimum. The argumentative complaint letter showed that the work with the reading, orality, writing and, especially, the reflection linguistics integration improves significantly students' linguistic-discursive performance. Moreover, ADIs are a form of Portuguese language teaching that can enhance the teaching of orality, reading, writing and linguistic reflection, without falling into the traditionalist teaching of normative grammar


2018
Dissertations
1
  • JOSÉ ODILEY AZEVEDO DOS REIS
  • A cultura amazônica como conteúdo de ensino nas aulas de línguas portuguesa: uma proposta de ensino para o 8º do ensino fundamental.
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • EDIVALDO DA SILVA BERNARDO
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • Data: Feb 21, 2018


  • Show Abstract
  • Este trabalho constitui uma proposta de ensino que consiste na utilização das narrativas amazônicas como conteúdo pedagógico para o trabalho nas salas de aulas do Ensino Fundamental II, no Município de juruti - pá, em atividades de leitura e produção de textos orais e/ou escritos e analise linguística. Aqui, entenderemos a língua como um fenômeno dialógico, ideológico e heterogêneo, resultante da interação social entre os indivíduos. O reconto dessas histórias, em sala de aula, pelos alunos traz à tona questões inerentes à formação do povo amazônida como: meio ambiente, preconceitos diversos e outros temas que são de relevante importância para o debate e a construção da cidadania de nossos alunos. Estas narrativas servem de movimento de resistência sociocultural de nossa Região na luta por mais espaço e emancipação. É sabido por todos aqueles que atuam no processo de ensino-aprendizagem da Região Amazônica que os valores e costumes priorizados no seio da escola são os dos grandes centros. As informações inerentes a nossa cultura e os hábitos do nosso povo não estão incorporados as práticas pedagógicas escolares, por isso, a escolha de trabalhar com as narrativas do imaginário amazônico, que serve de elo entre o contexto social dos alunos e as atividades escolares. As atividades desta intervenção estão elaboradas dentro do contexto dos mais diversos gêneros do discurso que fazem parte do dia a dia dos alunos. O referencial teórico que norteia essa pesquisa, possui autores que discutem a linguagem dentro de suas questões de uso e práticas, de forma dialógica e interacional, como: Antunes (2012), Vygotsky (1999); Dolz & Schneuwly (2004) e Marcuschi (2010) e outros autores que versam sobre a cultura e folclore brasileiro.
2
  • AUXILIADOR JAIRO DE SOUSA
  • PRÁTICAS DE LEITURA E ESCRITA MEDIADAS PELO HIPERTEXTO
  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • EDIVALDO DA SILVA BERNARDO
  • HELIUD LUIS MAIA MOURA
  • Data: Feb 21, 2018


  • Show Abstract
  • Este trabalho é uma reflexão sobre leitura e escrita mediadas pelo hipertexto na web e seu uso como prática pedagógica educacional. Os caminhos metodológicos da pesquisa foram basicamente de análise da fortuna crítica sobre o tema, leitura de livros, artigos, reportagens e entrevistas em mídias digitais com pesquisadores da área, análise de documentos como Parâmetros Curriculares Nacionais – Língua Portuguesa – Ensino Fundamental, Matrizes Curriculares do município de Vitória do Xingu e Livros Didáticos, para a construção de uma proposta didático-metodológica que contribua para a formação de um leitor crítico na cibercultura. É objetivo deste trabalho contextualizar educação na Era Digital; discutir a relação professor – estudante – escola em tempos da cibercultura; reconhecer a importância da inserção dos gêneros emergentes nos ambientes virtuais como prática de ensino de leitura e escrita nas aulas de Língua Portuguesa; discutir o conceito de hipertexto, sua pluritextualidade ou multissemiose como peculiaridade e sua presença nas novas tecnologias digitais e; por fim, elaborar uma proposta didáticometodológica para trabalhar com o hipertexto no ensino de leitura e escrita por meio do gênero reportagem, nas mídias digitais. Proposta que pretende trabalhar com turmas de novo ano do ensino fundamental a leitura e a escrita na web, os estudantes serão desafiados a navegarem, a lerem e a escreverem de uma forma mais colaborativa e interativa. Explorando o mundo da leitura e da escrita como processos discursivos e interativos. Dada à importância da temática, a proposta didático-metodológica construída será produto de reflexões e desdobramentos futuros.
3
  • AELME MENEZES DE ARAÚJO
  • LEITURA DIGITAL: Perspectivas e possibilidades aplicadas em uma turma do 7º ano da EMEF Octacílio Lino através do WhatsApp
  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • CRISTINA VAZ DUARTE DA CRUZ
  • HELIUD LUIS MAIA MOURA
  • Data: Aug 31, 2018


  • Show Abstract
  • Este trabalho propõe estudos sobre o letramento digital, aplicável a turmas do Ensino Fundamental, através do aplicativo WhatsApp, do ciberespaço e do hipertexto, onde, atualmente boa parte de nossas leituras se realizam, enfatizando-se a leitura na Internet, seus aspectos, suas modalidades e possibilidades como alternativa de letramento. Para tanto, apresentamos uma abordagem didático-metodológica, envolvendo o uso de sites de leitura on-line e redes sociais, buscando novos métodos para o trabalho do professor em seu dia a dia em sala de aula. O estudo busca conscientizar, tanto discentes quanto docentes, através de informações, artigos e uma experiência prática em uma turma do 7º ano, que a utilização de novas tecnologias que surgem da interação entre o homem e a máquina pode melhorar o rendimento escolar e possibilitar novas formas de aprendizagem. Para alcançar esses escopos, foram realizadas pesquisas de fundamentação teórica com autores como Kleiman (2013), Bakhtin (2011), Matencio (2006), Cosson (2009), Rojo (2012; 2013), Solé (1998). Os resultados indicam que o aplicativo WhatsApp pode ser uma excelente ferramenta para o incentivo da leitura e da produção de textos multimodais.
4
  • ALESSANDRA MARIA DE MESQUITA
  • Reading and school library: a proposal to take reading in "distant places"

  • Advisor : ZAIR HENRIQUE SANTOS
  • COMMITTEE MEMBERS :
  • ZAIR HENRIQUE SANTOS
  • LUIZ PERCIVAL LEME BRITTO
  • FABIOLA RIBEIRO FARIAS
  • Data: Dec 4, 2018


  • Show Abstract
  • This work has as its theme: Reading and school library: a proposal to take reading in "distant places". It is linked to the Professional Master's Program in Literature - Profile, the Study Group Reading and Intervention in Children and Youth Literature in school - Lelit, Federal University of West of Pará - Ufopa - and follows the research line Children's Literature, litera-ture and education, reader training. The purpose of this study is to investigate the conditions and possibilities of establishing a place to read at the RosáliaSimões Barbosa Municipal School of Elementary Education in Monte Alegre-PA. The adopted meth-odology consists of intervention research with the organization of a library in the school and the development of reading activities. The study began in the first semester of 2017 and lasted until 2018, but I intend to continue to observe whether the school will give continuity to the actions of reading. The theoretical basis is: Britto (2012, 2015), Candido (2011), Silva (1984, 1993), Santos (2016), Bértolo (2014) and Saviani and Duarte (2010). The results indicate that there was an enthusiasm of the school to use the organized school library and to carry out ac-tivities of reading with the students. However, it did not reach a more solid proposal of the entire faculty. Some actions were continuous, but not collective.

5
  • RAIMUNDO EDIVANDRO ALVES DE VASCONCELOS
  • Beyond the space of reading: creation and reflection of the possibilities of reading literature in a rural school of the municipality of Monte Alegre

  • Advisor : ZAIR HENRIQUE SANTOS
  • COMMITTEE MEMBERS :
  • ZAIR HENRIQUE SANTOS
  • LUIZ PERCIVAL LEME BRITTO
  • PAULO JORGE MARTINS NUNES
  • Data: Dec 4, 2018


  • Show Abstract
  • The present research "Beyond the space of reading: creation and reflection of the possibilities of reading literature in a rural school of the municipality of Monte Alegre" aims at the investigation of possible cultural transformations arising from the creation of spaces and actions to lead to read literature in rural school, reflecting on the conditions and limits for promotion of reading. The study is being developed within the scope of the Professional Master's Program in Literature - Profletras and is emerging from an earlier research developed by Zair Henrique Santos (2016) in some schools of municipalities in the interior of the Amazon. It tries to understand among other aspects, what are the possibilities (conditions and limits) of the formation of reader in rural school through the creation of spaces and actions to lead to read literature, in a collective and participatory attitude? What is more, you are interested in why a school with almost a thousand students and a faculty with a good academic background does not have a library or a systematic program of literary reading? The research methodology adopted is action research, according to David Tripp's (2005) conception, and aims to promote a possible transformation of the school and social reality, making the participants become co-authors and active subjects in the construction knowledge that will be produced concurrently with the moment of intervention. Some instruments used to constitute the corpus are: observation, interview, lectures, memoirs, oral reports, etc. As basement are used: Silva (1991, 2004, 2009), Britto (2003, 2015), Candido (2004), Chartier (1999), Zilberman (2009), Freire (1976), Santos (2016), besides articles, dissertations and theses that dialogue with theme.

6
  • JAX MARA DE JESUS QUEIROZ
  • TEACHING LANGUAGE IN USE: DISCUSSING LINGUISTIC VARIATION

  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • ZAIR HENRIQUE SANTOS
  • IACI DE NAZARÉ SILVA ABDON
  • Data: Dec 5, 2018


  • Show Abstract
  • This dissertation, which discusses the language in use, on the phenomenon of linguistic variation, is part of a study carried out with 9th grade students, from the Marechal Rondon school, included in the municipal teaching network of the Municipality of Itaituba-PA. As support of the research was applied an interventional project, prepared by the researcher Marinho (2017). The main objective of our research is to verify to what extent the application of an interventional proposal that considers the student as agent of his knowledge and the variation as a natural phenomenon in the languages without normatizing bias, contributes to the more productive teaching of language. Our research is organized in two stages, theoretical and practical. In the theoretical stage the students, beginning researchers, participated in four thematic meetings, namely: Where does the language we speak ?, Being Brazilian is speaking Portuguese ?, The linguistic variation, The language paraense. At the practical stage, the students of the students went to the field, under my mediation, made visits to the fair, a space destined for activities of the elderly, the Association of Garimpeiros, the Museum and the Municipal Council of the Councilors of Itaituba. The research students conducted interviews with the informants, who were recorded for the transcripts. The results of the field research were discussed with the students along the wheels of conversations and recorded in the logbooks of each student, as well as in our activity booklet (didactic product). The observations, both of the students and my students, supported the analyzes present in this dissertation. At the final moment of our intervention we noticed changes in the "linguistic behavior" of the students, a consequence of what they experienced during the research stages. The logs in the logbooks diagnosed not only recognition of the phenomenon of variation as a constituent of language, but also respect for linguistic forms stigmatized by the privileged class. This new look of student researchers is a relevant step that ratifies the need for change in order to have a more productive teaching of language.

7
  • ROBSON DAVID DE JESUS NERES
  • GÊNEROS TEXTUAIS E ENSINO: DIDATIZAÇÃO DE GÊNEROS DO ARGUMENTAR A PARTIR DAS ADI – ATIVIDADES DIDÁTICAS INTEGRADAS

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • LUCIANE DE PAULA
  • Data: Dec 5, 2018


  • Show Abstract
  • This work, in addition to bringing reflections on the teaching of the English language in school, brings studies about the textual texts and their teaching from the Integrated Didactic Activities - ADIs. Assuming a language as interaction, as well as its dialogical nature, I seek as by ADIs, proposed by MOURA (2017), being important for a better discourse of the discourses, through the verification of the studies that conceptualize and characterize the genres; The teaching teams and organizational organization of the municipality of Parintins, in the interior of the State of Amazonas. The theoretical foundation of this research is worth Bakhtin (2010, 2016), an important theoretical for the understanding of the language and, consequently, of the argumentation, reading, writing and linguistic reflection. Subsidiarily, you reflect on the studies of authors who are based on the theory of a discipline and a better understanding and conceptualization of didactic activities. Among them, I highlight Moura (2017), Kock (1987, 1997), Geraldi (2012, 1997), Kleiman (2002), Antunes (2003) and Ribeiro (2009). The data found were made with the names of the observations and audio recordings made by me during an application of the intervention project. This project, given the opportunity to interact with the target audience and to criticize my role as a teacher, to reflect on the difficulties, the feelings, the successful practices and also those that do not successful. Based on the analysis of the collected data, we conclude that the integrated didactic activities are a didactic tool capable of assisting the teaching of the English language of origin, not Fundamental Teaching, as the concept of dialogism of the discursive genres and opera of the teaching of the axes: orality, reading, writing and revision of linguistics cyclically, proposing a rupture of teaching of short duration, which assists in the formation of responsive-active leaders.

8
  • DANILMA PAIVA DE SOUZA
  • DIDACTIC SEQUENCE AS A METHODOLOGICAL RESOURCE IN TEACHING MATERNAL LANGUAGE FROM THE PROPOSALS OF THE PORTUGUESE LANGUAGE OLYMPICS

  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • LUIZ PERCIVAL LEME BRITTO
  • ZAIR HENRIQUE SANTOS
  • FABIOLA RIBEIRO FARIAS
  • Data: Dec 5, 2018


  • Show Abstract
  • ABSTRACT: This work is linked to the Research Group and Intervention in Reading, Writing and Literature at the school - LELIT and the Professional Master Program in Literature - PROFLE-TRAS. It aims to analyze, from the Didactic Sequences produced by Portuguese Language teachers within the scope of the PLO, that conceptions of language teaching have served as the basis for teaching Portuguese in school; what is meant by didactic sequence and what are the implications for their teaching / learning. To that end, we created a corpus of 12 didactic sequence proposals produced by teachers of basic education, made available on the web in external environments and internal to the Writing the Future Portal, proposals that aim at the teaching of genres circumscribed to the PLO, considering that it has served as significant reference for Portuguese language classes in Brazilian public schools. We see in these proposals, the intention of discussing a new vision for the teaching practices of LP, with this, we bring to make up this scenario of new possibilities, the proposals of teaching from the text and those that have the gender as object of teaching. We also study the concepts defended by the Language Teaching team of the Geneva School in the proposition of the Didactic Sequences, which has in Joaquim Dolz and Bernard Schneuwly their main representatives, as well as works that result from the adaptation of the SD model in the Brazilian educational reality. The results reveal divergences between the original SD model and the proposals produced by many teachers.

9
  • ROSIANE MARIA DA SILVA COELHO
  • PROJECT With Integrated Didactic Activities (ADIs): A PROPOSAL For The Teaching Of PORTUGUESE LANGUAGE With TEXT GENRES In ELEMENTARY SCHOOL

  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • EDIVALDO DA SILVA BERNARDO
  • NILSA BRITO RIBEIRO
  • Data: Dec 5, 2018


  • Show Abstract
  • The need to train subjects who make use of the Portuguese language in a reflexive, creative, critical and conscious way, be it in the oral modality or in the writing is not only fundamental. It is, above all, urgent. We need to increase students' knowledge about the language with which they communicate with each other, so that they can act with criticality in the most diverse interactive situations and in different social spaces. Therefore, Portuguese language teaching should not be limited to formal prescriptivism, in which the text is used solely and exclusively to analyze linguistic elements, because by acting according to this conception of teaching, we will be canceling the possibilities, above of everything, to form subject-citizens. In addition, the present study has the main objective of analyzing the extent to which teaching from the use of discursive genres through an organized project with Integrated Didactic Activities (ADIs) of reading, orality, writing and linguistic reflection collaborate to extend the learners on the language (act). The study was developed with students of a project of acceleration paraense denominated MUNDIAR (Elementary School), in a state public school, in the city of Santarém. The methodology used was research - participatory, in which there is the possibility of reflection on the practice itself in the classroom in order to reconstruct it. The research is based on the theoretical postulates of BAKHTIN (2014, 2016,2017) and on studies of researchers such as MARCUSHI, KLEIMAN, ROJO, ANTUNES, GERALDI (1997, 2003, 2012), MOURA (2017) among others who consider language (act) as social, historical and cognitive activity. From the analysis of the data, the importance of the discursive genre as an object of teaching was verified, as well as the pedagogical mediation with a project organized with the use of Integrated Didactic Activities, because from the proposed activities, the students constructed new knowledge in orality, reading, written production and linguistic analysis, because they participated in interactive situations of real use of the language.

2017
Dissertations
1
  • OSÉIAS SOUSA DA SILVA
  • ESTRATÉGIAS DE LEITURA: ENSINANDO A FAZER INFERÊNCIAS
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • EDILAN DE SANT ANA QUARESMA
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • Data: May 16, 2017


  • Show Abstract
  • Este trabalho foi elaborado com objetivo de estimular o desenvolvimento de habilidades de leitura, mais precisamente no que se refere aos aspectos relacionados ao potencial de realizar estratégias de inferências, por alunos do nono ano do ensino fundamental de uma escola pública de Santarém. E que não somente aprendam a inferir, mas que também passem a controlar e a dominar melhor, ou seja, a ter uma melhor percepção desse tipo de ação. Dados apresentados por órgãos nacionais, internacionais e, principalmente, aquelas atividades apresentadas pelo professor no cotidiano escolar comprovam a dificuldade dos alunos brasileiros, dentre os quais se situam os alunos da escola onde desenvolvemos o projeto, em compreender o texto escrito, mais precisamente quando a compreensão textual envolve as informações que estão implícitas nas quais é necessário recorrer a processos inferenciais. Pretendo, portanto, fazer com que por meio de um movimento sistemático e consciente por parte do leitor de, ao fazer a leitura, tomar consciência e valorizar o processo de inferência como uma forma de apropriação mais densa do texto de maneira consciente, em condições reais de aula, de maneira a promover o desenvolvimento de sua capacidade leitora pelo controle e uso das inferências em diferentes níveis. A classificação das inferências eleita para nortear a pesquisa foi a que propôs Gutiérrez-Calvo (1999), a saber, as inferências lógicas, as elaborativas e as avaliativas. O projeto de intervenção é essencialmente qualitativo e foi dividido em duas partes. Na primeira, tivemos o objetivo de ensinar aos alunos o que é inferência, partindo de exemplos do dia a dia, e para os exercícios utilizamos alguns gêneros textuais que por natureza pressupõem o uso de inferências para que seja compreendido, como por exemplo, a charge. Para o desenvolvimento da segunda parte da metodologia, desenvolvemos uma sequencia didática com intuito de fornecer subsídios para a produção de inferências na ultima etapa. Finalmente, foi escolhido um texto do gênero artigo de opinião de um livro didático em uso na escola, com um tema de interesse dos alunos de duas turmas do nono ano. Em seguida, as questões de compreensão textual, apresentadas no próprio livro, foram enquadradas nos três tipos de inferências acima descritos e para produzir uma inferência eficaz os alunos deveriam valer-se das pistas linguísticas apresentadas pelo texto, do seu conhecimento sobre o tema adquirido em etapas anteriores, da ação de operar conscientemente com o texto, além do auxílio do professor no desenvolvimento das estratégias de leitura. Dessa forma, a compreensão textual pode ser facilitada porque em consonância com o pensamento de Marcuschi (2008, p. 268) tal procedimento deixa de ser uma “atividade de garimpagem” e passa a ser “uma atividade reflexiva”.
2
  • JOSÉ GUILHERME COUTO SARRAZIN
  • Leitura, literatura e quadrinho: proposta pedagógica para aulas de Português, usando histórias em quadrinhos de clássicos da Literatura Brasileira, na Escola São Francisco – Óbidos – PA.
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • ROBERTO DO NASCIMENTO PAIVA
  • FRANCISCO EDSON SOUSA DE OLIVEIRA
  • Data: May 19, 2017


  • Show Abstract
  • O presente estudo está vinculado ao Programa de Mestrado Profissional em Letras, da Universidade Federal do Oeste do Pará – UFOPA, na Linha de Pesquisa Leitura e Produção Textual: Diversidade Social e Prática Docente. Trata do tema Leitura de Histórias em Quadrinhos e traz como subtema Leitura, Literatura e Quadrinho: Proposta Pedagógica para Aulas de Português, usando Histórias em Quadrinhos Investiga o uso das Histórias em Quadrinhos como material pedagógico, em aulas de Língua Portuguesa, observando o trabalho da leitura no contexto escolar realizada pelos alunos, bem como a concepção conferida a esse gênero pelos docentes de Língua Portuguesa do ensino fundamental, para então propor possibilidades de intervenção pedagógica com a intenção de inovar o ensino de Língua Portuguesa, mediado pela leitura de quadrinhos. A pesquisa foi realizada sob o pressuposto teórico etnográfico escolar e pode ser considerada quanto ao seu objetivo como pesquisa exploratória, do tipo Estudo de Caso. A pesquisa foi realizada em uma escola pública de Ensino Fundamental, da esfera municipal de ensino, localizada no meio urbano, na cidade de Óbidos- PA. Os sujeitos participantes da pesquisa foram 01 professor de Língua Portuguesa e 32 alunos de uma turma do 9º Ano da manhã. Foram utilizados para a produção dos dados os seguintes instrumentos metodológicos: pesquisa bibliográfica e exploratória, observação participante e questionários semiestruturados. Durante a aplicação do projeto de intervenção, realizamos um estudo sobre quadrinhos e propomos a leitura da obra Dom Casmurro no formato original e em quadrinhos. Observamos que os alunos ficaram entusiasmados em participar deste trabalho. Após a análise dos dados e a aplicação do projeto de intervenção, a presente pesquisa revelou que as HQ podem ser consideradas como um valoroso material pedagógico, pois auxilia a conquista dos alunos no processo de leitura e no desenvolvimento de suas habilidades leitoras.
3
  • IOLETE DOS SANTOS FERREIRA BARBOSA
  • Refacção Textual como recurso metodológico no ensino fundamental II: reflexões dialógicas entre texto, aluno(escritor/leitor) e o outro (colega) via análise linguística.
  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • ROBERTO DO NASCIMENTO PAIVA
  • ZAIR HENRIQUE SANTOS
  • Data: Aug 31, 2017


  • Show Abstract
  • Este trabalho pretendeu refletir sobre o processo da produção textual, enfocando a refacção textual a partir da concepção de linguagem como interação entre sujeitos interlocutores com base em uma pesquisa de caráter qualitativo-interpretativo de cunho etnográfico. A intenção foi investigar por meio de uma pesquisa-ação na Escola Municipal de Ensino Fundamental Instituto Educacional Uruará-Pará sobre a visão do aluno acerca do processo da escrita (refacção), considerando a maneira como o outro (colega) vê o texto do escritor e como este reage às intervenções daquele. De que maneira o momento da interação em pares no momento da refacção textual pode contribuir a um aprofundamento do raciocínio do aluno e consolidar estratégias adequadas à avaliação do seu próprio texto tendo em vista o propósito comunicativo deste. Investigou-se isso fazendo análises guiadas por duas correntes teóricas básicas por considerar a escrita como um processo de construção de sentido entre sujeitos interlocutores: o sócio-interacionismo de Vygotsky e o dialogismo de Bakhtin. Para isso lancei mão de uma metodologia que valorizasse a opinião, o pensar do outro (colega) em um ambiente de interação-pares sendo possível proporcionar aos alunos escritores/leitores o conhecimento de uma nova maneira de produzir textos. No percurso da dissertação abordei o ensino de produção textual em sala de aula como um forte reflexo preponderante da reprodução, ideologia disfarçada, e de uma tímida construção de conhecimentos. E em contrapartida, uma novo posicionamento com reflexões de um ensino firmado na interação. Os resultados indicam que: a produção textual ainda é vista como individual, consistindo em uma única versão escrita; que a interação-pares contribui de forma significativa à ampliação do conhecimento e à reaprendizagem; que a interação aluno-aluno é relevante ao exercício do senso crítico.
4
  • NILCILÉIA ALMEIDA DE SOUSA
  • O QUE SÃO MEMÓRIAS LITERÁRIAS E COMO ELAS SE REALIZAM NA PROPOSTA DA OLÍMPÍADA DE LÍNGUA PORTUGUESA?
  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • ROBERTO DO NASCIMENTO PAIVA
  • ZAIR HENRIQUE SANTOS
  • Data: Aug 31, 2017


  • Show Abstract
  • O projeto, inserido no grupo de pesquisa e intervenção em Leitura, Escrita e Literatura na Escola – LELIT, da Universidade Federal do Oeste do Pará, desenvolve-se no âmbito do debate sobre o ensino de língua portuguesa e busca compreender, de forma analítica, o que é o gênero memórias literárias no âmbito da Olimpíada de Língua de Portuguesa Escrevendo o Futuro levado para a sala de aula como proposta de ensino? É um trabalho de investigação de caráter conceitual, que parte da análise de um conjunto de produções de alunos que chegaram à última etapa da OLP/2014 – textos finalistas, em que busco verificar que concepção de memórias literárias objetivamente se realiza nestes textos dentro das condições de produção em que foram desenvolvidos. Examino ainda um corpus de documentos teórico-metodológicos pertencentes à Coleção da Olimpíada, por meio de um processo aberto de in-querir esses textos, a fim de compreender o tratamento didático conferido ao gênero memórias literárias na proposta da OLP. Através desse processo, busco compreender o que a Olimpíada realiza objetivamente como memórias literárias e o que propõe como trabalhos nesse campo.
5
  • CÉLIA MARIA NUNES DA SILVA
  • A escrita literária do ciberespaço na escola
  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • CRISTINA VAZ DUARTE DA CRUZ
  • ZAIR HENRIQUE SANTOS
  • TEREZINHA DE JESUS DIAS PACHECO
  • Data: Aug 31, 2017


  • Show Abstract
  • Essa pesquisa tem como foco o ensino de literatura no ensino fundamental. Seu objetivo principal é criar e aplicar uma proposta de integração do ensino de literatura com o ciberespaço. A realização dessa proposta constitui-se na aplicação de um questionário dirigido a turmas do 9º ano de uma escola pública, buscando avaliar, por meio de perguntas, a participação dos estudantes no ambiente virtual e qual a influência do ciberespaço na aprendizagem de literatura dos estudantes. Após a realização do questionário, os estudantes participaram de uma oficina de literatura, na oportunidade foi observado como eles compreendem, participam e produzem literatura no ciberespaço. A presente pesquisa tem base teórica nos autores Hans Robert Jauss, Paul de Man e Jonathan Culler, que discutem a relação entre autor, texto e leitor. E a partir desses conceitos buscamos aproximar literatura e tecnologia. Dentre suas importantes formulações e reflexões estão as Teorias da Recepção e a Teoria da Desconstrução. Ademais, foi igualmente utilizada como fundamentação teórica a relação entre sociedade, cultura e cibercultura tal como pensada por Santaella e Pierre Lévi.
6
  • DJANE DE SOUSA BARROS
  • PRÁTICAS DE PRODUÇÃO TEXTUAL E IDENTIDADES EM PROCESSO NA PERSPECTIVA DE ATIVIDADES INTERDISCIPLINARES EM AULAS DE LÍNGUA PORTUGUESA NA EJA
  • Advisor : CRISTINA VAZ DUARTE DA CRUZ
  • COMMITTEE MEMBERS :
  • CRISTINA VAZ DUARTE DA CRUZ
  • ILMA PASSOS ALENCASTRO VEIGA
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • Data: Oct 31, 2017


  • Show Abstract
  • O ensino de produção textual tem sido alvo de muitas pesquisas acadêmicas como forma de obter um processo de aprendizagem mais produtivo. Nesse quadro, contextualizo esta pesquisa qualitativa que é interpretar os resultados através da aquisição do conhecimento e habilidades no contexto de identificar o sujeito/identidade em processo; a compreensão e uso de distintos conhecimentos teóricos ou empíricos e de informações em textos; e, por fim, a produção de textos orais e escritos, ambos no âmbito da semiótica das instâncias. Para isso, sequências didáticas foram elaboradas e aplicadas junto aos alunos da Educação de Jovens e Adultos-EJA, 4ª etapa, de uma instituição de ensino público de Itaituba. Esta pesquisa parte do pressuposto que a elaboração de sequências didáticas na perspectiva interdisciplinar, pode se constituir em uma ferramenta importante para o domínio da produção de textos. Além disso, minha opção por esse foco do ensino é porque esta ciência (semiótica) pressupõe todas as abrangências de representação, objeto basilar para uma situação favorável à identificação da identidade em processo a partir da oralidade e/ou escrita na perspectiva da semiótica das instâncias. A base teórico-metodológica pela qual optei depreende-se das vertentes (PCN, 1998; Japiassu, 1976; Layton, 1991; Bakhtin, 2006; Marcuschi, 2001; Koch, 2001; dentre outros), que postulam desde a noção de leitura e escrita ao processo de produção de textos e discursos. Já na vertente semiótica (Coquet, 2013; Santaella, 1990; Cruz, 2013; dentre outros). Busco resultados, de base contextual e crítica, de forma a estruturar a linguagem verbal e por escrito de modo favorável, e, principalmente, proporcionando oportunidades de encontrar, pelo cultivo das atividades sequenciais, formas de aumentar/estimular o potencial intelectual dos alunos, construir assim, conhecimentos com base nas perspectivas interdisciplinares e semiótica das instâncias, de forma a caracterizar cada um e melhorar seu desempenho quanto à leitura e produção de textos.
7
  • CARLOS ALBERTO OLIVEIRA PAIVA
  • Compreensão leitora na perspectiva dos gêneros discursivos e da Prova Brasil: proposta didática de ensino de língua portuguesa para alunos do 9º ano do ensino fundamental
  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • MARILUCIA BARROS DE OLIVEIRA
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Dec 5, 2017


  • Show Abstract
  • Diante do problema de compreensão leitora apresentado pelos alunos da Escola São Francisco das Chagas, escolhi como tipo de abordagem a pesquisaação, pois queria participar reflexiva e criticamente de todo o desenvolvimento do processo de aplicação da proposta, realizando as intervenções e adequações que fossem necessárias. Esse tipo de abordagem, de acordo com Vieira (2010), permite a interação entre pesquisador e atores-objeto, de modo que o primeiro participe do cotidiano do segundo “inseridos na mesma realidade, a fim de compreender e experimentar os mesmos problemas enfrentados pelos que se colocam como objeto de estudo”. Esta (con)vivência colabora para que ambos busquem ou encontrem a solução para os problemas enfrentados. Assim, fundamentando-me nessa abordagem qualitatitva, dei início a este estudo, que pode ser útil enquanto objeto prático para atividades de compreensão leitora no 9º ano do ensino fundamental da Escola São Francisco das Chagas (ou adaptado para os outros anos), útil enquanto objeto de reflexão deste tema tão presente em nossas escolas: o fracasso da leitura. A partir dessas reflexões iniciais, podem-se formular as hipóteses de que é provável que a realização de atividades sistemáticas de leitura e interpretação, com textos de variados gêneros e com foco nos descritores da Prova Brasil, pode melhorar a compreensão leitora dos alunos do 9º ano do ensino fundamental; melhorar o desempenho dos alunos nas avaliações internas (bimestrais) e externas – Prova Brasil, bem como desenvolver o senso crítico deles ampliando suas visões de mundo.
8
  • GICELE MONTEIRO DOS SANTOS
  • A CONTRIBUIÇÃO DOS MECANISMOS DE COESÃO E COERÊNCIA NO PROCESSAMENTO DO TEXTO PARA A FORMAÇÃO LEITORA
  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • ROBERTO DO NASCIMENTO PAIVA
  • EDIVALDO DA SILVA BERNARDO
  • ALCIDES FERNANDES DE LIMA
  • Data: Dec 5, 2017


  • Show Abstract
  • A matriz não contempla todo o currículo escolar de Língua Portuguesa e Matemática dos anos finais do ensino fundamental, como 6º e 9º ano respectivamente. Na verdade é feito um recorte com base no que é possível avaliar nessas áreas do conhecimento, considerando o que é representativo dos currículos vigentes no Brasil. No âmbito da Língua Portuguesa, a Matriz de Referência está estruturada como foco na leitura, para avaliar as competências e as habilidades definidas nos descritores, que se constituem como uma associação entre conteúdos curriculares e operações men­tais desenvolvidas pelo aluno, por isso servem de referência para seleção dos itens que devem compor a avaliação. Para melhor entendimento sobre os tópicos e descritores exigidos na Prova Brasil, é importante a apresentação da Matriz de Referência.
9
  • ELAINE CRISTINA DE VASCONCELOS ALCÂNTARA
  • POESIA NA ESCOLA – SEU ENSINO NA PERSPECTIVA DE FORMAÇÃO HOLÍSTICA.
  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • LUIZ PERCIVAL LEME BRITTO
  • HELIUD LUIS MAIA MOURA
  • LUCIANE DE PAULA
  • Data: Dec 5, 2017


  • Show Abstract
  • Esta dissertação está vinculada ao Grupo de Estudo, Pesquisa e Intervenção em Leitura, Escrita e Literatura na Escola (LELIT) e ao Programa de Mestrado Profissional em Letras- PROFLETRAS. O objetivo era verificar de que forma a experiência literária vivenciada no ensino da poesia, realizado de forma sistemática, contribuiria para o ensino de língua materna e formação integral do indivíduo. Para isso se dialogou com a OLP, no gênero Poema, visando potencializar o ensino de língua no 6º ano. A pesquisa de natureza empírica-interventiva, portanto, pesquisa participante, aconteceu em uma escola da rede municipal do município de Santarém / PA nos anos de 2016 e 2017. A intervenção foi feita através de uma sequência didática (Poesia todo dia) pensada e aplicada pela professora/ pesquisadora em seis turmas de 6º ano. Nesta intervenção abordei o ensino de poesia e, consequentemente, o ensino de língua, de forma mais reflexiva buscando proporcionar aos alunos contato com cânones da arte poética e com o valor estético que a poesia possui enquanto arte e elemento formador holístico do indivíduo. Para tal busquei inspiração, dentre outros, em Cândido (1972), (2011), Freire (1987), Zilberman (2014) e Britto (1997), (2015). O corpus desta pesquisa foram as aulas de LP, registradas pontualmente através de vídeo, áudio e registros de diário de bordo (tanto da docente quanto dos discentes). As etapas da pesquisa seguiram os pressupostos de Minayo (2009) e deu-se em três etapas: 1. fase exploratória; 2. trabalho de campo; 3. análise e tratamento de material empírico e documental. Os resultados desta pesquisa apontam para a manutenção de uma lacuna de que ensinar? E isto se reflete na flutuação de papéis entre professor/ aluno e na indefinição ou subutilização de objetos de ensino como a poesia. Apontam ainda para a importância da formação continuada do docente, necessidade de conhecimento mínimo suficiente sobre os objetos de ensino e a possibilidade viável e real da formação omnilateral.
10
  • FRANCINEIDE LIMA ABREU
  • Uma experiência de ensino de Língua Portuguesa sob a perspectiva da Educação Linguística
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • LUCIANE DE PAULA
  • Data: Dec 5, 2017


  • Show Abstract
  • Este trabalho de pesquisa discute o ensino de língua materna sob a perspectiva da Educação Linguística (EL), a partir de uma proposta de intervenção aplicada em duas turmas do 6º ano de uma escola pública do município de Santarém do Pará, durante os meses de fevereiro a junho de 2017. A pergunta investigativa que norteou a realização deste trabalho foi a seguinte: Uma proposta de ensino numa perspectiva da EL é realmente eficaz para o desenvolvimento da competência comunicativa dos alunos? Assim, a pesquisa realizada teve como objetivo investigar a eficácia ou não de uma proposta metodológica para o ensino de língua materna no 6º ano numa perspectiva da EL comparada ao ensino tradicional. Para isso, apliquei sequências didáticas, que contemplam os eixos de ensino oralidade, leitura, produção textual e análise linguística, visando promover um ensino na perspectiva da EL. As discussões sobre EL e ensino de LP que embasaram esta pesquisa estão centradas nas ideias de Antunes (2003, 2007 e 2009), Bakhtin (2003), Bagno (2002, 2005 e 2007), Cosson (2009), Geraldi (1996 e 2010), Leal e Suassuna (2014), Machado (2002), Marcuschi (2001), Palma Turazza (2014), Rojo (2000 e 2012), Travaglia (2003), dentre outros. Os resultados apontam para a ampliação do repertório linguístico dos alunos e para a sua maior autonomia na realização das tarefas, revelando que o ensino de LP, na perspectiva da EL, contribui significativamente para a aumento da competência discursiva dos educandos.
11
  • ESTER RIBEIRO MACAMBIRA
  • O ENSINO DO GÊNERO CRÔNICA NA CONCEPÇÃO DA OLIMPÍADA DE LÍNGUA PORTUGUESA PARA O 1º ANO DO ENSINO MÉDIO
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • LUIZ PERCIVAL LEME BRITTO
  • MÁRCIA CRISTINA GRECO OHUSCHI
  • Data: Dec 5, 2017


  • Show Abstract
  • O presente trabalho apresenta uma proposta de ensino, de caráter interventiva, realizada na Escola Estadual Profa Onésima Pereira de Barros. Essa proposta tem como base o Programa Olimpíada de Língua Portuguesa Escrevendo O Futuro. Portanto, partindo do modelo indicado pela OLP, a proposta foi aplicada e desenvolvida entre março a agosto de 2016. Desta forma, busca responder a seguinte proposição: De que forma um modelo de ensino proposto pela OLP, contribui para a leitura e escrita do gênero crônica no primeiro ano do ensino médio? Sendo assim, nosso objetivo se volta a investigar de que forma esta proposta cumpre seus objetivos no que tange à leitura e produção textual dos alunos. Dentro desse contexto, analisamos todo o processo metodológico desde a elaboração do plano de ensino da professora até a escolha final do texto que representou a escola no certame. No decorrer das oficinas, detectamos pontos que achamos relevantes, os quais discutimos no presente trabalho, como por exemplo, a heterogeneidade dos gêneros, as fronteiras existentes entre a crônica e outros gêneros, a didatização dos gêneros e outros. Tais pontos são debatidos com a finalidade de alargar a discussão em torno de uma proposta, como esta – a Olimpíada de Língua Portuguesa (OLP) – que tem como objeto de ensino os gêneros textuais. Valemo-nos de um corpus vasto com 181 produções textuais, vídeos, depoimentos, debates, diário de bordo, tanto da professora, quanto dos alunos, além da observação em sala de aula, durante todo o período de aplicação da proposta. Trazemos também um panorama geral da crônica, suas especificidades e como é trabalhada na OLP, além de contemplarmos diversos cronistas. Apontamos questões sobre os gêneros textuais, principais pesquisadores desses estudos e outros do campo da leitura e da produção de textos. Sempre num tom questionador, conduzimos a análise dos dados obtidos, sem perder de vista a seriedade da proposta que dispusemos em aplicar, muito menos o Programa da OLP. No entanto, nossas inquietações servem de reflexões para nos perguntarmos: O que ensinamos? Para quem ensinamos? Para que ensinamos isso? Ou seja, nos questionamos e, ao mesmo tempo, questionamos a nossa prática. Ao fazermos isso, produzimos ciência e temos a possibilidade de desvelar novas práticas no ensino de língua materna. Então, durante a dissertação, teóricos como Geraldi, Marcuschi, Britto, Bakhtin, Candido, Dolz & Schneuwly e outros, serão recorrentes. Os resultados apontam como satisfatória a proposta e seus desdobramentos. Foi, sem dúvida, salutar as atividades realizadas durante o processo, tanto na leitura quanto na produção textual dos alunos, que superaram as expectativas. Mesmo assim, fica a reflexão de que toda proposta é passível de limitações. Não é única, nem tampouco fechada ou acabada, uma vez que o ensino pautado nos gêneros textuais, apesar de estar em evidência, suscita cautela, pois delimitá-los, vai de encontro à própria natureza da língua.
12
  • MARCIA ALESSANDRA DE FREITAS LEMOS
  • ALÉM DA VITRINE: DE ESPECTADOR A LEITOR - UMA PROPOSTA DE LEITURA DE LITERATURA BRASILEIRA DE EXPRESSÃO AMAZÔNICA NO 9o ANO
  • Advisor : EDIVALDO DA SILVA BERNARDO
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • EDIVALDO DA SILVA BERNARDO
  • FRANCISCO EDSON SOUSA DE OLIVEIRA
  • Data: Dec 6, 2017


  • Show Abstract
  • O presente trabalho pretende discutir como a leitura literária acontece na escola e compreender que fatores têm contribuído para o seu fracasso e quais são importantes para que possa haver uma recondução do fazer pedagógico no que se refere tanto ao acesso quanto à forma de trabalhar a leitura em sala de aula. Após essas reflexões teóricas importantes, conduzidas, principalmente, por Britto (2012), Castrillón (2011), Cândido (2011), Colomer (2007), Cosson (2011), Geraldi (2006), Antunes (2003), Zilberman (2009), Lajolo (2005), Marcuschi (2008), Machado (2002) dentre outros, propõe-se um trabalho com leitura, oralidade e escrita buscando o diálogo entre o folclórico e a Literatura Brasileira de Expressão Amazônica. A pesquisa realizada é denominada pesquisa participante, onde professor e pesquisador são a mesma pessoa. A intervenção se justifica pelo fato de o lócus de pesquisa possuir evento de valorização cultural e portanto propício à proposta de ensino que vise o diálogo entre o saber popular e a literatura canônica. No decorrer do fazer pedagógico, busco entender de que forma uma proposta pedagógica que vise diálogo entre folclore e textos de Literatura Brasileira de Expressão Amazônica pode contribuir para as práticas de linguagem, nas aulas de língua portuguesa, no 9o ano do Ensino Fundamental. Os resultados da pesquisa apontam que os textos de expressão Amazônia foram bem aceitos pelos alunos, por fazerem parte do seu universo sociocultural, e que, a partir da leitura deles, os alunos obtiveram bom desempenho tanto em atividades de oralidade quanto de escrita. O texto avalia ainda, os limites e possibilidade da proposta aplicada, e as mudanças que as discursões teóricas provocam na professora pesquisadora.
13
  • WILDER MAX VIEIRA DOS SANTOS
  • NARRATIVAS AMAZÔNICAS: UMA PROPOSTA DE ENSINO COM A LITERATURA BRASILEIRA DE EXPRESSÃO AMAZÔNICA
  • Advisor : EDIVALDO DA SILVA BERNARDO
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • EDIVALDO DA SILVA BERNARDO
  • FRANCISCO EDSON SOUSA DE OLIVEIRA
  • Data: Dec 6, 2017


  • Show Abstract
  • Em face da importância da leitura literária nas aulas de língua portuguesa, esta dissertação teve como objetivo apresentar e desenvolver uma proposta de ensino constituída de uma sequência de atividades interventivas que auxiliem na formação de leitores nessa perspectiva da língua, a partir de um trabalho com as narrativas amazônicas, através de práticas de leitura, oralidade, produção textual escrita e análise literária em turmas do 9o ano do Ensino Fundamental. Do ponto de vista teórico, a importância dessa proposta está em conceber o trabalho com a literatura a partir de uma perspectiva regional, no sentido de se desconstruir paradigmas e preconceitos com a cultura local, expressos através das desigualdades sociais e educacionais, historicamente construídas. Do ponto de vista social e prático, esta dissertação permitiu verificar que o trabalho com a literatura brasileira de expressão amazônica pode atender às reais necessidades dos alunos do Ensino Fundamental, notadamente do 9o ano. Desta forma, o trabalho se orientou por uma metodologia que se materializou inicialmente na pesquisa bibliográfica, em busca de referencial teórico e de estudiosos da área que fundamentassem a pesquisa. Posteriormente, foi elaborada e aplicada a proposta de ensino, cujos resultados foram considerados satisfatórios, na medida em que os alunos demonstraram que adquiriram novos conhecimentos e se perceberam como parte do processo. Assim, tal proposta se constitui como um produto didático pedagógico que pode ser flexível, considerando a realidade de cada ambiente escolar. Dessa forma, esperamos contribuir para o sucesso dos alunos no Ensino Fundamental, favorecendo a eles não só a construção de sua formação leitora, mas sobretudo a gradual evolução de sua consciência literária.
14
  • CLARA CORRÊA MARINHO
  • TRABALHANDO A VARIAÇÃO LINGUÍSTICA NA ESCOLA: UMA EXPERIÊNCIA COM ALUNOS DO 9º ANO FUNDAMENTAL
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • ROBERTO DO NASCIMENTO PAIVA
  • MARILUCIA BARROS DE OLIVEIRA
  • Data: Dec 6, 2017


  • Show Abstract
  • Esta dissertação versa sobre um estudo de caráter experimental realizado com alunos do 9º ano do ensino fundamental da Escola Estadual Antônio Belo de Carvalho, sobre variação linguística. Para tanto, desenvolvemos um projeto interventivo inspirado nas sugestões indicadas por Castilho (2014) no âmbito da pesquisa acerca da diversidade do português brasileiro. O objetivo central foi verificar como uma proposta interventiva sobre variação linguística poderia influenciar para uma mudança na concepção de língua dos alunos. Para isso, construímos e testamos nosso próprio produto didático, um pequeno guia composto de textos e atividades relacionadas a cada tema norteador. Através da pesquisa-ação realizamos o trabalho a partir de dois momentos distintos. Na etapa teórica, os alunos-pesquisadores participaram de cinco encontros temáticos, a saber: De onde vem a língua que falamos? Ser brasileiro é falar só português? A variação linguística, Linguagens paraenses, Norma culta: uma necessidade social. Já na etapa prática, os alunos-pesquisadores foram a campo e, sob nosso acompanhamento e supervisão, realizaram visitas a lugares diversos (como o asilo, a feira, o instituto cultural Boanerges Sena e a Câmara de vereadores) entrevistando informantes e gravando as interações para posterior transcrição.O resultado da pesquisa de campo dos alunos foi discutido durante Rodas de conversas e registrado individualmente no Diário de bordo que assim como nosso Caderno de atividades (produto didático) subsidiaram as análises contidas nesta dissertação.Com com o encerramento de nossa intervenção, constatamos que o olhar dos alunos-pesquisadores sobre a língua foi sensivelmente impactado por tudo que vivenciaram . Os depoimentos nos diários de bordo indiciaram não apenas o reconhecimento do fenômeno da variação como elemento natural da língua, mas também uma tendência para o respeito linguístico diante de formas tidas como estigmatizadas pela tradição gramatical. Do ponto de vista linguístico, essa nova postura a partir da intervenção representa um passo importante que corrobora a pertinência e a necessidade de um ensino de língua ensejado pela reflexão, pela observação de fenômenos como a variação e finalmente pelo respeito ao outro. O trabalho fundamentou-se nos pressupostos teóricos da Sociolinguística e teve como escopo dar destaque a variação como forma de refletir sobre a própria língua, sobre sua heterogeneidade e sobre as ideologias e preconceitos que por ela são transmitidos.
15
  • JONAS DE SOUSA NERES
  • “COMO ASSIM VOCÊ NÃO ENTENDEU?” - O que dizem os professores de língua portuguesa sobre alunos em situação de fracasso escolar
  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • ALCIDES FERNANDES DE LIMA
  • LUIZ PERCIVAL LEME BRITTO
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Dec 6, 2017


  • Show Abstract
  • O presente trabalho tem como objetivo compreender o que diz o docente de Língua Portuguesa das dificuldades de aprendizagem de estudantes do Ensino Fundamental, considerando seu aprendizado abaixo das expectativas. Estes alunos engrossam as fileiras do fracasso escolar, configurado não somente por índices de reprovação e abandono, mas principalmente pelos baixos níveis de aprendizado em leitura e escrita. Uma questão fundamentalmente importante do fracasso escolar é entender a relação do aluno com o saber, nem sempre condizente com o que espera a escola. Além disso, o fracasso deve ser entendido em seu caráter multidimensional, no qual se correlacionam dimensões, tais como, o contexto econômico e social, a família, a organização do sistema educacional, o funcionamento das escolas, a prática docente na sala de aula e a disposição do aluno para a aprendizagem. No bojo dessas considerações, há a perspectiva do ensino de língua portuguesa centrada na reflexão e usos da língua a partir do texto, como forma mais apropriada de superar as dificuldades do aluno e educar para a cidadania. Para analisar o que dizem os professores, realizou-se enquete com questionário de perguntas abertas, respondidas de forma escrita por trinta professores de Língua Portuguesa do 6° ao 9° ano da rede pública municipal da zona urbana de Altamira-PA. Informações também foram obtidas em entrevistas gravadas com alguns desses trinta professores, com base no que se percebeu mais significativo na enquete. Os resultados indicam que os alunos em situação de fracasso escolar estão mal alfabetizados, apresentam problemas de leitura, escrita e oralidade, baixa autoestima e se aproximam do perfil de analfabetos funcionais; a responsabilidade sobre esta situação recai principalmente sobre a família e o aluno, considerado, muitas vezes, desinteressado; o professor de língua portuguesa, em menor proporção, também se responsabiliza; a escola é questionada pois parece mais preocupada com resultados quantitativos, negligenciando muitas vezes o atendimento aos alunos com mais dificuldade. Apesar do esforço empreendido pelos docentes, os resultados nem sempre são expressivos, pois o problema do fracasso escolar não é tratado adequadamente.
16
  • SELMIR SOUSA DA SILVA
  • LEITURA E PRODUÇÃO DE TEXTOS: A CONTRIBUIÇÃO DA OLP PARA O ENSINO DE LÍNGUA PORTUGUESA ATRAVÉS DO GÊNERO POEMA NO 6º ANO DO ENSINO FUNDAMENTAL
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • HELIUD LUIS MAIA MOURA
  • MÁRCIA CRISTINA GRECO OHUSCHI
  • Data: Dec 6, 2017


  • Show Abstract
  • Este trabalho tem o propósito de relatar a aplicação da proposta da Olimpíada de Língua Portuguesa (OLP) e avaliar quais as contribuições desta para o ensino dos gêneros textuais, especificamente para o gênero poema no 6º Ano. A aplicação da proposta ocorreu com as turmas do 6º ano A e B, de uma escola pública do município de Santarém do Pará, durante os meses de abril a agosto de 2016. Em forma de relato e com a postura do professor reflexivo, com bases etnográficas, busco reflexões com estudiosos da Língua, tanto na modalidade oral quanto escrita, através de livros, e respostas a vários questionamentos dentre eles: ensina-se o fazer poético? E quais os aspectos ensináveis do poema para o 6º Ano? Assim, as ações realizadas tiveram o objetivo de verificar, na prática, a eficácia da sequência didática proposta pela OLP para o ensino de poema no 6º ano, partindo da perspectiva sociointeracionista da língua. No entanto, houve alterações e intervenções na realização das atividades que compõem as 15 oficinas previstas pela OLP. As discussões teóricas que embasaram esta pesquisa estão centradas nas ideias em especial do filósofo Bakhtin, e há o diálogo com Britto, Antunes, Cosson, Dolz, Schneuwly, Ferrarezi Jr e Carvalho, Freire, Gebara, Geraldi, Kleiman, Marcuschi, Moura, dentre outros. Os resultados apontam para a ampliação do conhecimento do lugar por parte dos alunos e da professora, o que comprova que o estudo de língua especificamente no que diz respeito à leitura e produção textual, quando aproximados do contexto, apresentam melhores resultados. A OLP ao propor que se volte o olhar para não só ver, mas enxergar o lugar onde vivem os alunos, torna-os sujeitos e assim cumpre o seu principal objetivo que é perseguir o iletrismo, no sentido mais significativo do ato de ler. Neste sentido, contribui significativamente para a ampliação do conhecimento e da competência discursiva, tanto na modalidade oral quanto escrita, dos envolvidos diretamente no processo de ensino aprendizagem que são o professor e seus alunos.
2016
Dissertations
1
  • PAULO HENRIQUE VIEIRA DE BARROS
  • Por um ensino de língua portuguesa mediado pelo facebook: uma proposta pedagógica para Escola Municipal de Ensino Fundamental Felipe Patroni – Óbidos/PA
  • Advisor : ANDREI SANTOS DE MORAIS
  • COMMITTEE MEMBERS :
  • ANDREI SANTOS DE MORAIS
  • EDIVALDO DA SILVA BERNARDO
  • ELIANE PEREIRA MACHADO SOARES
  • Data: Nov 21, 2016


  • Show Abstract
  • À luz desse entendimento, fazendo uma análise a partir de observações empíricas acerca das práticas pedagógicas no contexto das salas de aula na contemporaneidade; nós, docentes, ainda nos encontramos muito alheios às informações, domínio das tecnologias digitais e quais são as suas vantagens para a melhoria do ensino-e-aprendizagem. Via de regra, preferimos ficar quietos na nossa zona de conforto a ousar redimensionar a dinâmica das aulas tendo como aliado didático e pedagógico as tecnologias digitais. Estar inserido na era digital não se configura somente por possuir uma conta de e-mail, digitar e imprimir texto. É necessário mais que isso. É mister também interagir e produzir conteúdo digital, e deixarmos de sermos apenas espectadores ou usuários de suas ferramentas. É fundamental compreendermos que a sociedade em que vivemos é marcada pelas tecnologias de informação e comunicação, onde as redes sociais podem ser consideradas como elemento para potencializar um ensino e aprendizagem atrativos aproximando, assim, docentes da realidade dos discentes.
2
  • MARIA SIMONE DA COSTA MOREIRA
  • O ENSINO DO ARTIGO DE OPINIÃO NA PERSPECTIVA DA OLIMPÍADA DE LÍNGUA PORTUGUESA
  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • LUIZ PERCIVAL LEME BRITTO
  • MÁRCIA CRISTINA GRECO OHUSCHI
  • Data: Nov 21, 2016


  • Show Abstract
  • No presente trabalho, propus-me abordar ―O ensino do artigo de opinião na perspectiva da Olimpíada de Língua Portuguesa‖, a partir de uma pesquisa de caráter qualitativo-interpretativo, de cunho etnográfico e de natureza aplicada, ou seja, de uma pesquisa de intervenção. O objetivo geral foi investigar como se propõe e como se realiza, no âmbito da Olimpíada de Língua Portuguesa, o ensino do gênero artigo de opinião, por meio de uma pesquisa-ação na Escola de Ensino Médio São José, no município de Óbidos- Pará.
3
  • JOELMA SA FIGUEIREDO
  • ENSINO DE GRAMÁTICA: RENOVANDO AS PRÁTICAS ESCOLARES E INSERINDO O ALUNO EM SEU PROCESSO DE FORMAÇÃO
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • LUIZ PERCIVAL LEME BRITTO
  • MÁRCIA TEIXEIRA NOGUEIRA
  • Data: Nov 21, 2016


  • Show Abstract
  • Este estudo tem como objetivo analisar e descrever o resultado do processo de ensinoaprendizagem da gramática da Língua Portuguesa falada e escrita, utilizando a proposta metodológica do professor Ataliba de Castilho, explicitada em seu livro “A língua falada no Ensino de Português” (2014). Para isso, elaborou-se uma pesquisa bibliográfica fundamentada nos estudiosos Castilho (2014), Neves (2014), Possenti (2012), Franchi (2006), Marcuschi, (2010) Britto (1997), Antunes (2007), Geraldi (2012), entre outros; e de campo a partir de um projeto de intervenção executado com alunos do primeiro ano do ensino médio, que subsidia a dissertação que aqui se apresenta. A pesquisa caracteriza-se como abordagem qualitativa, e como instrumento de coleta de dados utilizou-se o diário de bordo e a observação participante, registrada sob forma de vídeos e fotos, cujas atividades foram descritas e analisadas. Os sujeitos participantes da pesquisa foram trinta e dois alunos do 1º ano do ensino médio de uma escola pública de Santarém. Os resultados da pesquisa mostram que a inovação da prática pedagógica é essencial ao desenvolvimento do aluno. Nesse sentido, buscou-se proporcionar a abertura do pensamento, a formação da consciência linguística por meio de um ensino “aberto” de gramática da língua portuguesa falada e escrita. Conclui-se que a proposta de Ataliba consegue inserir o aluno em seu processo educativo levando-o à formação de um pensamento crítico sobre sua língua
4
  • IVANETE DA SILVA PAIXÃO
  • ONDE TERMINA A CRÔNICA E COMEÇA O ARTIGO DE OPINIÃO OU VICE-VERSA?
  • Advisor : LUIZ PERCIVAL LEME BRITTO
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • JOÃO WANDERLEY GERALDI
  • LUIZ PERCIVAL LEME BRITTO
  • Data: Nov 22, 2016


  • Show Abstract
  • Este trabalho tem o compromisso conceitual e teórico de contribuir para melhorar a discussão e a flexibilidade das questões sobre produção de texto em sala de aula e é destinado, em especial, a professores de Língua Portuguesa do Ensino Fundamental e Médio. Não pretende resolver todos os problemas do uso dos gêneros textuais em sala de aula e, talvez, sequer consiga apresentar uma solução para a questão específica que levanta. Se causar inquietude, problematização, reflexão e dúvidas já terá cumprido seu papel, pois se abre a oportunidade de discutir e repensar verdades cristalizadas e comumente adotadas como parâmetros para o ensino de Língua Portuguesa.
5
  • MARILEY SIMONE CORRÊA TAVARES
  • (In)adequações Curriculares no Ensino de Língua Portuguesa: planos de ensino e práticas docentes de três escolas do município de Santarém-Pará.
  • Advisor : ROBERTO DO NASCIMENTO PAIVA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • MARY ELIZABETH CERUTTI RIZZATTI
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Nov 22, 2016


  • Show Abstract
  • Neste trabalho de pesquisa o qual visa discorrer sobre o ensino de Língua Portuguesa e as possíveis (in)adequações curriculares temos como objetivo maior analisar em que medida está às (in)adequações curriculares e docentes no que se refere ao ensino de Língua Portuguesa no 9º ano do Fundamental II em escolas da rede municipal de ensino – Santarém – Pará e como objetivos específicos discutir o contexto legal, pedagógico e didático dos Currículos das escolas pesquisadas no que se referem ao ensino de Língua Portuguesa; observar professores e suas práticas para que estas sejam analisadas até que ponto encontram-se na contramão com as diretrizes e documentos que postulam e regem o ensino de Língua Portuguesa; identificar os instrumentos metodológicos e didáticos utilizados pelos professores de Língua Portuguesa.
6
  • EDILCILENE DA SILVA ALBARADO
  • História para contar histórias: A oralidade como objeto de ensino na escola
  • Advisor : ANA MARIA VIEIRA SILVA
  • COMMITTEE MEMBERS :
  • ANA MARIA VIEIRA SILVA
  • JOÃO WANDERLEY GERALDI
  • LAURO ROBERTO DO CARMO FIGUEIRA
  • Data: Nov 22, 2016


  • Show Abstract
  • Este estudo tem como foco central o desenvolvimento de uma pesquisa sobre o trabalho com a oralidade no ambiente escolar, que pretende, a partir da sistematização de dados coletados junto a contadores de histórias do imaginário amazônico, produzir material didático-pedagógico que reúna cultura oral local e o trabalho com a oralidade na escola, para serem usados nas aulas de língua portuguesa. O material visa contribuir com o professor que tanto tem se questionado sobre como trabalhar com a modalidade oral da língua, no ambiente educacional. A proposta de ensino é direcionada aos docentes das séries finais do ensino fundamental (6º ao 9° ano), e se constitui a partir da recolha de narrativas culturais orais em vídeos, selecionadas do ponto de vista do enredo e de aspectos da oralidade para ser disponibilizado, em documento eletrônico, com uma sequência didática, organizada em um conjunto de atividades com instruções para o tratamento da oralidade como objeto de ensino. As atividades propostas estão voltadas para o conhecimento, a compreensão e reflexão sobre a língua, assim como para a ampliação do repertório linguístico do aluno, além do estímulo à sua autonomia criativa e a valoração da experiência de seus antecedentes, de sua identidade cultural e linguística, incitando um novo olhar deste a cerca da realidade e de perspectivas de transformação. Assim, pretende-se instigar não só o trabalho com a oralidade na sala de aula, mas contribuir para a prática do professor com um material de suporte para a vivência de uma metodologia produtiva e atrativa para o ensino de língua portuguesa.  
7
  • LENA RAIMUNDA PAXIÚBA SOARES
  • ENSINO DE PORTUGUÊS POR MEIO DE TEXTOS: IMPLICAÇÕES DE UMA METODOLOGIA PROPOSTA PARA ENSINO DE PRÁTICA DE LINGUAGEM
  • Advisor : EDIENE PENA FERREIRA
  • COMMITTEE MEMBERS :
  • EDIENE PENA FERREIRA
  • MÁRCIA TEIXEIRA NOGUEIRA
  • ROBERTO DO NASCIMENTO PAIVA
  • Data: Nov 22, 2016


  • Show Abstract
  • O presente estudo tem como tema central o Ensino de Português a partir de uma proposta metodológica. Insere-se na linha de pesquisa da leitura e da produção textual, incidindo em uma reflexão sobre a metodologia de ensino e aprendizagem de português, adotada pela Olimpíada de Língua Portuguesa Escrevendo o Futuro na prática pedagógica de uma turma de 1º ano do Ensino Médio de uma escola pública do estado do Pará – a Escola Professora Maria das Graças Escócio Cerqueira, situada no município de Itaituba – PA. Neste estudo, relata-se uma experiência pedagógica abordando as implicações presentes em uma proposta didática aplicada na práxis educativa, procurando compreender fatores que permitiram ou impediram o desenvolvimento de aprendizagens significativas nos alunos, refletindo sobre a presença do texto na sala de aula, os conceitos e as atitudes presentes durante as oficinas. Optou-se, nesse sentido, pela pesquisa de caráter qualitativo-interpretativo, de natureza aplicada, utilizando-se da intervenção e da observação participante. Na pesquisa, a concepção de ensino de português respaldou-se, principalmente, nos estudos de Geraldi (1996; 2010; 2012; 2013), Britto (1997; 2004; 2015), Koch (2011; 2014) e Marcuschi (2008; 2010; 2012). Já os conceitos de atividade dialógica tiveram as contribuições de Bakhtin (2006; 2014), Dolz e Schneuwly (2004). Em síntese, esta investigação pretendeu desvendar as implicações do processo ensino-aprendizagem de português de uma metodologia na perspectiva de uma prática pedagógica centrada na leitura e produção de texto, identificando fatores que foram bem sucedidos, que podem ser melhorados e que dificultaram a aplicação da proposta.
8
  • MIRINALDO DA SILVA E SILVA
  • Da história de vida à autobiografia: um diálogo entre gêneros para a produção textual
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • HELIUD LUIS MAIA MOURA
  • LUCIANE DE PAULA
  • LUIZ PERCIVAL LEME BRITTO
  • Data: Nov 28, 2016


  • Show Abstract
  • O ensino de língua materna a partir da exploração do continuum entre gêneros textuais da mesma ordem (no caso a do narrar), à luz da Linguística Textual e dos Gêneros Textuais; analisa-se a história de vida e autobiografia, que têm como tema a própria vida dos alunos do 9º ano de uma escola pública de Santarém, tanto na produção oral quanto escrita, descrevendo como os estudantes realizam o continuum entre esses gêneros, considerando o que transferem do gênero primário ao secundário (autobiografia), assim como o que decidem preservar no gênero primário (história de vida), sob os critérios de coesão, coerência e intertextualidade; vale ressaltar que essa atitude não se constitui um defeito de produção de gênero, mas, sim, um equilíbrio diante da ação discursiva, com vistas a produzir textos de maneira eficiente e que, aqui, é tido como uma proposta para os professores não trabalharem com as noções de gêneros como sendo manifestações isoladas, tal como apresentado nos manuais didáticos, mas como possibilidades de realizar constantes trocas entre os gêneros, aproveitando as formas que o aluno escolhe para fazer esse constante continuum.
9
  • MANUEL BENJAMIN MONTEIRO LIBERAL SOUSA
  • Práticas de produção textual: análise dos fatores de textualidade evidenciados nas produções textuais de alunos do 3º ano do ensino médio de uma escola pública de Santarém
  • Advisor : HELIUD LUIS MAIA MOURA
  • COMMITTEE MEMBERS :
  • DORIEDSON ALVES DE ALMEIDA
  • HELIUD LUIS MAIA MOURA
  • LUCIANE DE PAULA
  • Data: Nov 29, 2016


  • Show Abstract
  • O objetivo deste trabalho é estudar os fatores de textualidade em produções textuais de alunos do 3º ano do ensino médio na Escola Estadual Nossa Senhora Aparecida. O caminho adotado pelo autor para a abordagem da língua portuguesa no ensino médio centra-se no estudo do texto e da textualidade. Foi proposto como pergunta da pesquisa o seguinte problema: como o conhecimento dos fatores de textualidade pode influenciar no desempenho do aluno em termo de produção textual? Neste trabalho, a intervenção e a coleta de dados foram realizadas pelo pesquisador na sala de aula em que o próprio pesquisador figurava como professor. Para o desenvolvimento da pesquisa, foram apresentados aos alunos, por meio de aulas expositivas, alguns fatores da textualidade, proposto por Beaugrand & Dressler (1981) (coesão, coerência, intencionalidade, aceitabilidade, informatividade, situacionalidade e intertextualidade), bem como as quatro metarregras propostas por Charolles (1997) (repetição, progressão, não contradição e relação). Como instrumento de análises, foram coletados trinta textos, elaborados pelos discentes, que serão estudados com base nas teorias sobre fatores de textualidade.
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