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Disertaciones |
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1
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ROSA MARIA TEIXEIRA TAVARES
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INTEGRATED TEACHING ACTIVITIES (ADIs): A PROPOSAL FOR TEACHING USING DISCURSIVE GENRES TO EXPAND THE LINGUISTIC-DISCURSIVE CAPACITY OF 7TH YEAR STUDENTS ELEMENTARY SCHOOL.
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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ANDREI SANTOS DE MORAIS
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HELIUD LUIS MAIA MOURA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 16-feb-2024
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Resumen Espectáculo
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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.
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2
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CLEOMARA CRUZ GOMES
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THE TOPIC MENTAL HEALTH AT SCHOOL IN DISCURSIVE GENRES: AN INTEGRATION BETWEEN READING, ORAL AND WRITING ACTIVITIES IN TEACHING THE PORTUGUESE LANGUAGE
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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ANDREI SANTOS DE MORAIS
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HELIUD LUIS MAIA MOURA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 20-mar-2024
Ata de defesa assinada:
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Resumen Espectáculo
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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.
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3
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LIA MARA VELOSO DOS SANTOS CRUZ
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CHILD AND YOUTH LITERATURE IN THE FORMATION OF READERS IN THE EARLY YEARS OF ELEMENTARY EDUCATION: A PROPOSAL BEYOND THE CLASSROOM.
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Líder : LAURO ROBERTO DO CARMO FIGUEIRA
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MIEMBROS DE LA BANCA :
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LAURO ROBERTO DO CARMO FIGUEIRA
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LUIZ FERNANDO DE FRANCA
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FERNANDO MAUÉS DE FARIA JÚNIOR
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Data: 20-mar-2024
Ata de defesa assinada:
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Resumen Espectáculo
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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.
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4
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SENIRA NIFAELA CUNHA DE SOUZA
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INTERACTING RESPONSIVELY THROUGH MULTISEMIOTIC GENRES: A TEACHING PROPOSAL FROM THE PERSPECTIVE OF ADI’S
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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ANA MARIA VIEIRA SILVA
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HELIUD LUIS MAIA MOURA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 21-mar-2024
Ata de defesa assinada:
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Resumen Espectáculo
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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.
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5
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RAIMUNDA FERREIRA RODRIGUES
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THROUGH THE BIAS OF AMAZONIAN NARRATIVES: STRATEGIES FOR LITERARY READER TRAINING IN ELEMENTARY SCHOOL
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Líder : LAURO ROBERTO DO CARMO FIGUEIRA
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MIEMBROS DE LA BANCA :
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SIDENY PEREIRA DE PAULA
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ANA MARIA VIEIRA SILVA
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LAURO ROBERTO DO CARMO FIGUEIRA
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Data: 26-mar-2024
Ata de defesa assinada:
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Resumen Espectáculo
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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.
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6
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CÍRIA REGINA NASCIMENTO RODRIGUES
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READING AMAZON EXPRESSION TALES: THE FEMALE CHARACTER IN THE LITERARY SCENARIO
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Líder : ANA MARIA VIEIRA SILVA
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MIEMBROS DE LA BANCA :
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ANA MARIA VIEIRA SILVA
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GERMANA MARIA ARAUJO SALES
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LAURO ROBERTO DO CARMO FIGUEIRA
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Data: 27-mar-2024
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Resumen Espectáculo
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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.
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7
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IVANEIDE DA SILVA PAIXÃO
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INTEGRATED DIDACTIC ACTIVITY: TEACHING PORTUGUESE LANGUAGE FROM AN INTERDISCIPLINARY PERSPECTIVE
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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HELIUD LUIS MAIA MOURA
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ANA MARIA VIEIRA SILVA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 11-abr-2024
Ata de defesa assinada:
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Resumen Espectáculo
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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.
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8
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DENILSON CHAGAS DA CRUZ DE CASTRO
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INTEGRATED DIDACTIC ACTIVITIES (ADIs): THE SOCIAL VOICES BROUGHT BY THE LITERARY CHRONICLE GENRE
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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ANDREI SANTOS DE MORAIS
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HELIUD LUIS MAIA MOURA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 19-abr-2024
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Resumen Espectáculo
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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.
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9
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MARLY ANGELINA GALÚCIO MACIEL
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SCHOOL NEWSPAPER: PROPOSAL FOR TEACHING PORTUGUESE LANGUAGE FROM INTEGRATED TEACHING ACTIVITIES (ADIs)
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Líder : HELIUD LUIS MAIA MOURA
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MIEMBROS DE LA BANCA :
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ANA MARIA VIEIRA SILVA
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HELIUD LUIS MAIA MOURA
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JUSCELINO FRANCISCO DO NASCIMENTO
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Data: 02-may-2024
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Resumen Espectáculo
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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.
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10
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PEDRO GERALDO DE SOUSA FILHO
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THE SCHOOL IN THE COMBAT OF LINGUISTIC PREJUDICE
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Líder : EDIENE PENA FERREIRA
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MIEMBROS DE LA BANCA :
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EDIENE PENA FERREIRA
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LUIZ PERCIVAL LEME BRITTO
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ROBERTO DO NASCIMENTO PAIVA
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Data: 16-may-2024
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Resumen Espectáculo
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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.
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11
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MARIA JOSÉ VIANA SILVA
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DIGITAL TECHNOLOGIES IN EDUCATION: METHODOLOGICAL STRATEGIES FOR TEACHING EJA - CASE STUDY
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Líder : ROBERTO DO NASCIMENTO PAIVA
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MIEMBROS DE LA BANCA :
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ROBERTO DO NASCIMENTO PAIVA
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ANDREI SANTOS DE MORAIS
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JONATHAN FELIX RIBEIRO LOPES
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Data: 22-may-2024
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Resumen Espectáculo
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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.
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12
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FRANCISCA DANIELE SOUSA RAMOS
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AMAZON TALES IN THE CLASSROOM: A methodological proposal for promoting reading and cultural appreciation
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Líder : ANA MARIA VIEIRA SILVA
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MIEMBROS DE LA BANCA :
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ANA MARIA VIEIRA SILVA
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SIDENY PEREIRA DE PAULA
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ZAIR HENRIQUE SANTOS
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Data: 13-jun-2024
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Resumen Espectáculo
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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.
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