Dissertations/Thesis

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2024
Dissertations
1
  • JAIRA LUIZA GARCIA DE MELO
  • FLAVORS OF THE EARTH AND PLURAL KNOWLEDGE: SCHOOL TIME AND LIFE TIME FROM A CRITICAL LITERACY PERSPECTIVE

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • MARIA DO SOCORRO OLIVEIRA
  • MÁRCIA REGINA MENDES SANTOS
  • Data: Mar 22, 2024


  • Show Abstract
  • This research has as its object of study the way in which community knowledge is articulated with school knowledge in educational institutions and, consequently, how this articulation contributes to the critical and civic education of students. Carrying out this study is mainly justified by the distance between pedagogical practices and the students' real world. The research's general objective is to understand the reasons why collaborative participation and the articulation of school and community knowledge, through literacy projects and workshops, enhance the training of students, seen here as cultural researchers. As specific objectives, the study intends to: 1) analyze whether and how literacy workshops can favor the articulation between school knowledge and community knowledge and the collaborative participation of literacy agents in the construction of knowledge; 2) point out and describe literacy resources and artifacts that enable the engagement of students and other literacy agents in school practices, mobilize their knowledge and skills and value their condition as protagonist, active and critical learners; and 3) argue in favor of literacy events and practices as teaching devices that offer potential to promote the construction of young researchers interested in recognizing and valuing local culture inside and outside the school walls. Theoretically, this research is based on theoretical constructs arising from literacy studies (Street, 1984; Baynham, 1995; Kleiman, 1995; 2000; Oliveira; Kleiman, 2008); the guidelines of critical pedagogy (Freire, 1989; McLaren, 1997) and the pedagogy of alternation (Cordeiro et. al., 2011); theory on the ecology of human development (Bronfenbrenner, 1996) and reflections on the concepts of epistemic curiosity (Freire, 1999; Oliveira, 2021), student researcher (Thompsom; Gunter, 2007; Demo, 1996; 2002; Egan-Robertson ; Bloome, 1998), culture and language (Attali, 1991); situated literacy (Barton, 1998), literacy projects (Kleiman, 2000; Oliveira; Tinoco; Santos, 2014; Oliveira, 2016), literacy events (Heath, 1982), literacy practices (Street, 1984; Hamilton, 2000) and multiliteracies (Rojo, 2009). Methodologically, the research follows the qualitative-interpretivist model (Moita Lopes, 1994; Erickson, 1990) with an ethnographic bias (André, 2005; Kleiman, 1998). The data was generated from interviews, documentary materials (student texts) and field notes relating to the literacy workshops carried out. This research allowed us to understand that literacy workshops are important teaching devices that value all social practices in which students are involved, linking them to school content. This revealed how the relationship between school and community can build engaged students and researchers of their own culture.

2
  • ELAINE CRISTINA GOMES DE LIMA LEANDRO
  • xx

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • SULEMI FABIANO CAMPOS
  • VALNECY OLIVEIRA CORRÊA SANTOS
  • Data: Mar 27, 2024


  • Show Abstract
  • xx

3
  • TELMA PAULO DA ROCHA
  • Projeto de letramento: patrimônio imaterial de Ielmo Marinho

  • Advisor : ALANA DRIZIÊ GONZATTI DOS SANTOS
  • COMMITTEE MEMBERS :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • ANA MARIA DE OLIVEIRA PAZ
  • ARTHUR LUIS DE OLIVEIRA TORQUATO
  • Data: Apr 18, 2024


  • Show Abstract
  • This research arises from the principle that every place has a history which is configured as intangible heritage, about knowledge and traditions that span generations. These situational practices can awaken value awareness and cultural production, as in the case of the municipality of Ielmo Marinho/RN. In this process, based on the development of a literacy project, we focus on reading, writing and speaking as social practices of language use from a dialogic and collaborative perspective in Portuguese language classes. To develop this research in the school environment, we defined the following research questions: (I) what reading, writing and speaking practices can be developed around the literacy project based on the intangible culture of Ielmomarinhense people? (II) which local narratives of Ielmomarinhense people can be mapped through a literacy project? (III) how to carry out a network of activities in a literacy project based on the intangible culture of Ielmomarinhense people? (IV) how to retextualize the municipality’s local narratives in the classroom? To answer these questions, we defined, as a general objective, to discuss reading, writing and oral practices around a literacy project based on the intangible culture of Ielmomarinhense people. In order to achieve this, we have the following specific objectives: (I) map the local narratives of Ielmo Marinho through a literacy project; (II) present a network of literacy project activities based on the intangible culture of Ielmomarinhense people; and (IV) analyze the local narratives of the municipality retextualized in the classroom. This research was carried out in the 8th grade at Escola Municipal Senador Jessé Pinto Freire, in the municipality of Ielmo Marinho/RN, during the 2023 school year. Regarding methodological assumptions, this action research is qualitative-interpretive in ethnographic bias. As literacy agents, we rely on the collaboration of the management team of the school, students and external collaborators to generate data. We carry out literacy events with telling and producing narratives in the classroom and in spaces throughout the municipality. The instruments used were field notes, photographs, audio recordings and copies of stories retextualized from oral to written. As results, we have the construction of linguistic knowledge, the appreciation of the historical and cultural context of the municipality, through literacy events, externalizing cultural knowledge that permeates several generations, such as the beliefs and stories of the communities of Poço Limpo and Fazenda Potengi, Umarí and Nova Descoberta, practices from which discursive genres emerged involving reading/listening, oral, written and multisemiotic texts, inspired by local stories, intangible heritage of the municipality of Ielmo Marinho/RN.

2023
Dissertations
1
  • IONARA ARAÚJO CASSIANO
  • TEACHING ARGUMENTATIVE WRITING IN THE CONTEXT OF REMOTE CLASSES: A PRACTICAL GUIDE FOR ELEMENTARY SCHOOL TEACHERS

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • SILVIA AUGUSTA DE BARROS ALBERT BACHUR
  • SULEMI FABIANO CAMPOS
  • Data: Feb 28, 2023


  • Show Abstract
  • Discussions regarding the importance of Digital Information and Communication Technologies—in the Brazilian educational scenery - have long transpired, as have debates on the writing competence of Basic Education students. Taking into account the need for reading and composition writing—especially argumentative ones - during the latter years of Basic Schooling, in addition to the new teaching format imposed by the COVID-19 pandemic, we undertook this research directed by three guiding questions, those being: i) which pedagogical strategies can help on the remote teaching of argumentative writing?; ii) how can Digital Information and Communication Technologies (DICT) be used to assist in teaching, considering the remote context?; And iii) how to systematize teaching strategies in a pedagogical notebook so as to help different teachers reflect and structure teaching methods for argumentative writing, considering the use of DICT in remote teaching? In order to answer the mentioned questions, we determined as the general research goal indicating strategies for argumentative writing productions with middle school students using Digital Information and Communication Technologies in a remote teaching context; and as specific goals: a) present a general outlook regarding the transformations that occurred in the educational scenery during the COVID-19 pandemic in Brazil; b) specify some of the tools used in the remote teaching context that would be useful for teaching composition writing; c) propose the work with argumentative writing based on strategies adaptable to a remote teaching context; d) plan pedagogical strategies for teaching argumentative writing and transform those strategies in a pedagogical notebook which would be able to assist faculty in this area of research, work, or both. As a theoretical framework, we enumerate Geraldi (2013), Koch (2016), and Marcuschi (2008) to discourse on what a text is, its individualities, and conceptions; Koch, Elias (2011) and Cabral (2011, 2013) to address argumentation and argumentative writing; Palomanes (2019) to present some of the strategies that can be used as the foundation for teaching composition writing; Martins (2020) to depict the remote teaching context imposed by the COVID-19 pandemic; and Bacich and Moran (2018) to reflect on the importance of using digital technologies as tools in education. Through the systematized interventive proposal, we intend to develop a pedagogical notebook for Portuguese teachers, aiming at providing critical elements to their instruction concerning teaching argumentative writing during the fundamental levels of schooling, converged with the use of  DICT, envisioning its use within the context of remote teaching.

2
  • VERÔNICA MARIA DE SOUZA CAMPOS
  • REPRESENTATIONS OF BLACKNESS IN SCHOOL: SONGS OF RESISTANCE IN EJA

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • MARIA SUELY DA COSTA
  • MARTA APARECIDA GARCIA GONCALVES
  • Data: Mar 22, 2023


  • Show Abstract
  • The resistance and protest songs express realities and experiences that may be similar to those of Youth and Adult Education (of Portuguese, EJA) students, marked by oppression, exclusion and social inequality. These songs are literary manifestations that can go against ideology, serving as a way to challenge the established status quo. Based on this scenario, the main objective of this work is to make students aware, bringing them closer to "Negritude", through songs. In addition, an intervention project was designed for EJA, in a literary literacy format and in a basic sequence, based on the songs “A Mão da limpeza” by Gilberto Gil and “A Carne” by Elza Soares. A bibliographic research was elaborated that will serve as a source for the action. Research is "action-investigation", using research techniques to inform the action you decide to take to improve practice. This was done through the elaboration and execution of the basic sequence, in which the students are placed to be protagonists in the construction of the meanings of the text. The main theoretical basis was woven with, Césaire (1939), Munanga (2003), (2009), Depestre (1980), with regard to discussions about black people; at the head of the song and the resistance are: Lajolo (1989), Pinheiro (2018); Zilberman (2008), Costa (2010), Botafogo (2015); on black literature and the teaching of this literature in Brazil, we have Duarte (2011); Bernd (1988); Compagnon (2009); Cosson (2006) (2020); finally, the intervention project was based on Cosson (2006) (2009), on Graves and Graves (1995). At the end of the sequence, it is believed that the project will serve as a source of application of classes for basic education teachers, where there are still outdated practices that hinder the procedure in the socialization and construction of knowledge, the intention is, therefore, to improve the quality of teaching, because in the EJA modality, learning needs to be expressive of the students' lives.

3
  • WALERYA SILVEIRA DA ROCHA ALMEIDA
  • .

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • EDNA MARIA RANGEL DE SA
  • Data: Mar 27, 2023


  • Show Abstract
  • .

4
  • ÂNGELO RONCALLI ALVES BEZERRA
  • The payer of promises, by Dias Gomes: dramaturgy for formatting the literary reader.

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • ANA CRISTINA MARINHO LUCIO
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • MOAMA LORENA DE LACERDA MARQUES
  • Data: Mar 29, 2023


  • Show Abstract
  • This work aims to present to Portuguese language teachers from Elementary School, final grades, focusing on the ninth grades, an intervention proposal for the formation of the literary reader, taking as a model the basic sequence of Rildo Cosson presented in his books Literary Literacy: theory & practice (2006) and Reading Circles and Literary Literacy (2020). The proposal is followed by suggestions for textual production through the practice of re-textualization/remaking. As a base text, both for the formation of the reader and for the textual productions, we used the play O pagador de promessas, by Dias Gomes. Dramaturgy, an underutilized genre in textbooks and Portuguese language classes, presents a structure and language that meet the proposal's demand: awakening a taste for literary reading and improving students' writing practice, through its re-textualization/reworking for other genres. For the practices of literary literacies, we rely on Cosson (2006); for the retextualizations/reformations, we used Marcuschi (2010), Terra (2020) and Antunes (2005). The BNCC consultation (2018), as well as the readings of Candido (2011), Compagnon (2009), Barthes (1977, 1987), Lajolo (1982), Perrone-Moisés (2016) and Geraldi (2011), were also used for the theoretical contribution. With this work, we hope to contribute, at least, to the formation of literary readers at school and beyond it.

5
  • JAKECILENE LINDOLFO BARBOSA
  • TEACHING READING IN THE EARLY GRADES OF ELEMENTARY SCHOOL: A THEORETICAL-METHODOLOGICAL PROPOSAL WITH THE PICTURE-BOOK WAVE (SUZY LEE)

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • ELIANE APARECIDA MIQUELETTI
  • LUIZA HELENA OLIVEIRA DA SILVA
  • SULEMI FABIANO CAMPOS
  • Data: Mar 31, 2023


  • Show Abstract
  • In basic education, more specifically in the last two years of the initial grades of elementary school, levels in which students should have already consolidated the literacy process, the difficulties in reading are evident. We find in the classrooms children who decode texts, but are unable to go beyond the linguistic materiality to produce meaning. In this context, we chose to dissociate the act of reading from the ability to decode words, concentrating this research on the production of meaning from visual language. This paper purposes to discuss how to teach reading in the early grades of elementary school based on a picture-book. Considering this guiding question, we aim to develop a theoretical and methodological proposal with the picture-book Wave (Suzy Lee) for teaching reading in the early grades of elementary school. Aiming to achieve this goal, we formulated the following steps: a) Reflect on the teaching of reading, dialoguing with our own experience; b) Systematize knowledge about discourse semiotics and the plastic categories that constitute the visual text; c) Analyze the book Wave (Suzy Lee) from the Meaning Generative Path; d) Plan strategies and teaching activities for reading the book Wave (Suzy Lee) based on Solé (1998). As theoretical reference, we listed Geraldi (2015), Larrosa (2002), Koch and Elias (2014) and Solé (1998) – to reflect on the conceptions and strategies of reading; Barros (2005), Fiorin (1990) and Lara & Matte (2009) – to study the semiotics of the text; Floch (2001), Girão (2014; 2017), Pietroforte (2020) and Ramos (2020) – to assist in the reading of the picture-book. The study is qualitative in nature and was organized according to the following theoretical and methodological path: 1. Bibliographic research from already published materials – books, articles, dissertations and theses; 2. Semiotic analysis of an object – the picture-book Wave (Suzy Lee); 3. Pedagogical approaches for the reading of the analyzed object. We intend that the reading proposal elaborated, in pedagogical script format, with the picture-book Wave (Suzy Lee) may help the work of Portuguese Language teachers who teach in the initial grades of elementary school, configuring itself as one more possibility to expand the reading practices in the public "school ground".

6
  • EDSON CARLOS DA SILVA
  • The debate as a social practice in books approved by the PNLD 2020

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • JACIARA LIMEIRA DE AQUINO
  • Data: Sep 21, 2023


  • Show Abstract
  • Debating, respecting ethics, and exchanging ideas have been a practice of continuous civility development throughout human history. In contemporary times, as a public demonstration (in-person or mediated by social media) of ideological polarization, it has become increasingly common. Engaging in debates has become a repeated practice, and learning how to debate has become even more relevant. This implies that it is necessary to think of debate apart from the concept of an oral discursive genre or as a teaching object in Portuguese language classes; in other words, it is necessary to think of it as a social practice. Therefore, this dissertation focuses on it as a literacy event conducive to argumentation for the exercise of citizenship. In this sense, debating is understood as a social practice involving oral, written, and multimodal argumentation, emphasizing the interaction between individuals. The individuals’ interest is to listen to their interlocutors, understand their positions, and open themselves to productive dialogue and negotiation of ideas, possibly leading to polarization minimization. Hence, by being aware of the integration of the genre debate into the field of public life by the National Curricular Common Base (BNCC), this research seeks to ascertain in which Portuguese language textbooks, approved by the 2020-2022 PNLD triennium, this type of work with debate is performed. Methodologically, this documentary research has a qualitative and interpretive nature, and it analyzes didactic activities that deal with debate in two textbooks from the eighth grade. To do so, three guiding questions are the starting point: (i) How is "debate" addressed in the National Curricular Common Base (BNCC)?; (ii) How is "debate" approached as a social practice in the two volumes of Portuguese language textbooks, approved by the 2020-2022 PNLD triennium, in the eighth grade?; (iii) How can this work with "debate" encompass the skills in the field of public life, listed by the BNCC? The analysis is grounded in the dialogical conception of language, sociocultural literacy studies, interactional argumentation studies, and critical pedagogy. The results indicate that the work with debate in the two analyzed volumes comprises: (i) events that have indeed occurred in Brazilian social reality; (ii) controversial topics relevant to culture and the economy; (iii) a social practice that goes beyond the school sphere. Thereby, although the books still focus on some purely structural elements, they do not limit themselves to teaching debate merely as an oral genre, nor do they turn it into just an object of instruction, as they provide resources for the teacher and students to analyze it as a social practice in public life. Finally, as an educational product, a literacy workshop is presented to contribute to this perspective of the debate, guiding the work with this genre as a social practice.

7
  • MARIA DA CONCEIÇÃO GALDINO DE OLIVEIRA
  • The informativeness present in the humor strips: for an active responsive reading

  • Advisor : MARCELO DA SILVA AMORIM
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • LUIZ HERCULANO DE SOUSA GUILHERME
  • MARCELO DA SILVA AMORIM
  • Data: Sep 28, 2023


  • Show Abstract
  • Considering the text as a place of interaction of social subjects, the author-text-reader interaction is essential for the construction of meanings in the reading process. Reading is an activity that requires the reader’s active participation, since, by appropriating various socio-cognitive strategies, they can complete gaps, thus contributing to the construction of meanings. In the Comic Strips – a textual genre widely explored in Portuguese language classes currently, as it presents multimodal features and deals with several themes – the reader’s participation is extremely important. It is from readers that cooperation is expected regarding the comprehension arising from the ability to presuppose and infer. Therefore, the work presented here aims to analyze how this textual genre has been explored in mother tongue textbooks, as well as to approach how this material has worked the informativeness present in the Comic Strips, in order to conquer the reader’s involvement and make them an active participant in the construction of meanings. In this research, the textbooks analyzed are part of the collections Tecendo Linguagens and Conexão e Uso, both from the 6th to the 9th year of Middle School. The theoretical framework is based on the principles of Textual Linguistics and the Common National Curriculum Base, with the contribution of authors such as Koch and Elias (2018); Costa Val (2016); Marcuschi (2010); Antunes (2003, 2007, 2009); and Ramos (2021), among others. At the end of this dissertation, we propose an exercise book, an applicable product, with reading and comprehension strategies, emphasizing the relevance of the informativeness present in the genre of Comic Strips.

8
  • GLAUCIA MORAES CAMARGO
  •  .

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • MARCELO DA SILVA AMORIM
  • PAULO HENRIQUE DUQUE
  • VERENA KEWITZ
  • Data: Oct 19, 2023


  • Show Abstract
  • Reading is an object of knowledge that should be taught in its process besides being a means for other learning. However, we have noticed that poor readers do not reach reading proficiency for school reading activities focus on decoding texts, reciting texts aloud, interpreting questions that aim to assess the reading result. Based on classroom experience and reading proficiency tests like PISA (Programme for International Student Assessment), we have realized that the Brazilian reality concerning reading is far from ideal. In this context, we elaborated this paper of an interpretative and propositional character with the general goal of proposing didactic activities that use metacognitive strategies, aiming to perfect the reading comprehension of sixth-grade students. To achieve this goal, we elaborated the following steps: i) analyze different metacognitive strategies according to specialized literature; ii) determine adequate activities for each of the strategies; iii) elaborate diagnostic activity so we can perceive the students' degree of metacognitive consciousness; iv) elaborate didactic materials to promote the metacognitive strategies. To do so, we base our work on the metacognition models of Flavell (1979), Brown (1987), and Schraw and Dennison (1994). We understand that the poor reader (the student) may learn from the skilled reader (the teacher) metacognitive reading strategies that will assist them to become a good strategy user (PRESSLEY, BORKOWSKI, and SCHNEIDER, 1987) and reach autonomous reading comprehension. For that, we propose a didactic material that prioritizes the use of think-alouds, as recommended by Davey (1983) and Block and Israel (2004), using passages from Science textbooks approved by the Brazilian National Textbook Program, aiming that, through the verbalization of strategies used by the teacher, it becomes possible to promote the acquisition of the same strategies by the students.

9
  • FABÍOLA ADRIANA DE MACEDO BARROS
  • READING AND WRITING: A PROPOSAL OF RETEXTUALIZATION FOR THE SILENCE IN VIDAS SECAS

  • Advisor : MARCELO DA SILVA AMORIM
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • LUIZ HERCULANO DE SOUSA GUILHERME
  • MARCELO DA SILVA AMORIM
  • Data: Oct 26, 2023


  • Show Abstract
  • The present research aims to analyze the contributions of reading practices and understanding silence in the production of texts. The study, of a theoretical-methodological nature, is based on the work Vidas Secas, by Graciliano Ramos. The proposal is to enable the development of reading competence and, thus, contribute to the training of the subject who produces texts. This proposal is based on As formas do silêncio: no movimento dos sentidos, by Orlandi (2007). The reading of the categories of silence aims to equip students of the eighth grade of elementary school in order to minimize the difficulties that many still present in relation to reading, comprehension and writing. The practices directed in this sense seek to direct the students to share their knowledge in the reading of the literary text, thus motivating them to become proficient readers and competent text producers. The methodology is oriented in the practices of reading and comprehension, with the purpose of also working the language in its oral and written modalities, detaching itself from decontextualized grammatical rules. The Produto Destacável is organized according to the strategies described in Solé (1998). To carry them out, exercises were distributed in modules. In module 1, reading and comprehension activities are proposed with a view to oralization. This practice gradually enables the understanding of the meaning of silence and its categories. In the second, the author’s knowledge and the context of the work are provided. In the following modules, the production of reports is carried out, based on the retextualization operations organized by Marcuschi (2010) within the perspective of the continuum of speech and writing in order to contribute satisfactorily to the formation of a reading subject with criticality and competence in writing.

10
  • CLEBER LEITE DE LIMA
  • POPULAR CULTURE GENRES IN MIDDLE SCHOOL PORTUGUESE LANGUAGE TEXTBOOKS

  • Advisor : ANA VIRGINIA LIMA DA SILVA ROCHA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • ALANA DRIZIÊ GONZATTI DOS SANTOS
  • CELIA MARIA DE MEDEIROS
  • REGINA LÚCIA PERET DELL ISOLA DENARDI
  • Data: Dec 20, 2023


  • Show Abstract
  • This research was developed from analyses of activities with folklore text/discourse genres in middle school Portuguese language textbooks, with focus on the propositions of oral and written text production. The following questions guided the work: 1) What elements from folklore genres are contemplated in the analyzed activities, more specifically those of text production?; 2) To what extent can these activities motivate the appreciation of folklore by the students? The overall goal was to highlight the handling of folklore genres (legend, tall tale and folk tale) in the activities proposed by middle school Portuguese language textbooks. To do so we used the theoretical and methodological foundation of Marcuschi (2002; 2003; 2005; 2010), Schneuwly and Dolz (2011); Cascudo (2001; 2002; 2012); and Magalhães and Silva (2021). Moreover, we tackled the discussions of official documents — PCN and BNCC — on the subject. The main methodology utilized was documentary research of qualitative nature. Data point to the fact that the oral culture genres the textbooks propose to be studied are concentrated in the volumes of the 6th and 7th years of middle school, whose proposed activities tend to explore elements of textuality, discursivity, normativity and culture.

2022
Dissertations
1
  • MARIA ALZENEIDE FERNANDES ZUMBA
  • STUDENT COUNCIL IN PORTUGUESE LANGUAGE TEXTBOOKS

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • JACIARA LIMEIRA DE AQUINO
  • Data: Feb 25, 2022


  • Show Abstract
  • Historically, the student council is part of the Brazilian political movement, especially the high school students. However, our experience as a Portuguese language teacher, since 1996, allows us to affirm that it is not common for the student council that is formed in public schools of basic education in the countryside of Rio Grande do Norte as a space for participation in decisions. However, this can be changed by forces outside the school. One of them is the National Common Curricular Base (BRASIL, 2017), which, in the field of public life, explains the “free student council” in specific Portuguese Language skills, highlighting reading, listening, text production practices, as well as linguistic/semiotic analysis. Another strength comes from textbooks, which, to be approved by the National Book and Teaching Material Program (PNLD), need to meet the requirements of the National Common Curricular Base (BNCC) and, therefore, incorporate the skills contained therein. Aware of this movement, this dissertation, which has the student council as its object of study, is characterized, methodologically, for being documentary research of a qualitative and interpretive nature. Its general objective is to investigate how the representation of the BNCC student council is contemplated in two textbooks, whose collections were approved by the 2020 edition of the PNLD. To achieve it, we specifically aim to (i) understand aspects that characterize the insertion of the term "free student council" in the BNCC and (ii) analyze how the two selected textbooks appropriate the BNCC guidelines in their activities. Our analysis is based on the dialogical conception of the language of the Bakhtinian circle, the studies of literacy from a sociocultural perspective and critical pedagogy. The results show that, although the free student council is in the BNCC, this is not enough for it to be incorporated into textbooks, including those approved in the PNLD/2020. Between the two books that we analyzed, in the book of the 7th year of the Geração Alpha Portuguese language, the work with the student council is developed through a project that takes a semester and, in its activities, practices of reading and listening are glimpsed, as well as textual production (written and oral) and linguistic/semiotic analysis that, in fact, favour the creation of the student council and enable students to play a leading role in school and beyond. The work with the student council proposed by the book of the 6th year of Apoema Português, in turn, focuses on the texts that make up this association (the statute, for example) to explore rules of normative grammar. Faced with this limitation, we decided to present, as a detachable product, a collection of materials from different semiosis that deal with the student council. We think that this collection can contribute to teachers interested in the re-signification of Portuguese language teaching with a view to the exercise of citizenship and, for that, they observe, in the student council, productive space for literacies.

2021
Dissertations
1
  • WENDY MARA DE MEDEIROS FREITAS
  • THE LITERATURE IN THE CLASSROOM THROUGH THE TALE FROM THE PERSPECTIVE OF LITERARY LETTERING
  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • Data: Feb 12, 2021


  • Show Abstract
  • This work aims to present to the Portuguese language teachers of the final years of elementary school an intervention proposal based on the basic sequence of COSSON (2007) that contemplates literature within the perspective of literary literacy. For this, we used the model indicated by Cosson for classes in this teaching stage and as an example the mini-novel by Valter Hugo Mãe entitled The most beautiful things in the world for having characteristics of a literary tale, a genre easy to be worked with in the classroom class, making it clear that it can be replaced according to the needs of the teacher and his class. In addition to the official documents PCN's (1998) and BNCC (2017), as theoretical support to support our research, we have authors such as DALVI (2013), OLIVEIRA and LIMA (2018), COMPAGNON (1950), REZENDE (2013) and ZILBERMAN ( 2008). We will use as methodology a research made from two dissertations of PROFLETRAS-RN, as suggested by the resolution nº 003/2020 created in the context of the Covid-19 pandemic. The chosen dissertations focus on teaching literature from the perspective of literary literacy and both used the short story to carry out the intervention: OLIVEIRA (2017) and LIMA (2018). Comparing the dissertations and understanding the realities found by us in the public elementary school classrooms, we propose a dynamic capable of fostering literary literacy in the training of proficient young readers.

2
  • IONE BATISTA DA SILVA

  • Phonetics and phonology at school: from restricted approaches to broad possibilities

  • Advisor : CARLA MARIA CUNHA
  • COMMITTEE MEMBERS :
  • ALDIR SANTOS DE PAULA
  • CARLA MARIA CUNHA
  • JOAO MARIA PAIVA PALHANO
  • Data: May 7, 2021


  • Show Abstract
  • This research has as its object of study eight clippings from the Portuguese language textbook, Spheres of Languages, by the authors Maria Inês Batista Campos and Nivia Assumpção, in force in the 1st grade of High School at the Escola Estadual Professor Tertuliano Pinheiro Filho, in Barcelona-RN. The selected material allows an analytical-descriptive investigation, with the purpose of verifying, in it, the potential for the development of phonetic-phonological issues of the language and if this type of approach is in any way explored by the referred authors. The book consists of nine units and twenty-seven chapters divided, respectively, into three axes: Reading and literature; Text, discourse genre and production; and Language and language, there is a selection of the eight clippings – with the potential to discuss the phonetic-phonological constitution of the language – and subsequent identification of the contents effectively explored by the authors. In  the absence or little depth of issues related to phonetics and phonology in the analyzed corpus, possibilities of exploration are established, considering the materials presented in the focused book. This dissertation, in its propositional bias, then launches the Activity Book, highlighting the teaching and learning of phonetics and phonology of the language - also in parallel with written records - as a means for the student to gain knowledge more in-depth knowledge of the language in spoken and written forms. The Notebook intends to supplement the pedagogical practice of the teacher in high school, in view of the understanding that phonetics and phonology involve basic discussions for the internalization of orthographic writing, in addition to integrating the language - having its own representatives and their possibilities of arrangements - as well as morphology and syntax – components of grammar most explored in teaching-learning. Both the analytical descriptive part of the dissertation and the propositional part are based on linguistic approaches, more specifically phonetic-phonological, and sociolinguistic ones, such as those found in Câmara Jr. (1972;1999), Cagliari (1999; 2005), Silva (2003) e Bagno (2008).

3
  • ILANA NAEDJA BEZERRA DANTAS DE ARAÚJO AZEVEDO
  • FROM THE PERSPECTIVE OF INTERTEXTUALITY IN READING: COMIC STRIPS IN TEXTBOOKS

  • Advisor : MARCELO DA SILVA AMORIM
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • EVA CAROLINA DA CUNHA
  • MARCELO DA SILVA AMORIM
  • Data: May 26, 2021


  • Show Abstract
  • Intertextuality is a factor of textuality that requires the activation of previous knowledge of the reader’s cultural background, being inherent in the entire reading process, and is implicated in the effects of the text’s meaning. The comic strip is a genre of multimodal nature as a part of the humor field, it explores a variety of situations and invites the reader to make inferences, to understand the elements implicit in it as well as to establish connections between verbal and non-verbal language. The conciliation of these elements brings the author-text-reader relationship to the heartwood of reading, which does not consider the reading concept based only on the text or the reader; instead, it aggregates the interaction between them. Thus, our dissertation aims to analyze whether the treatment given by the textbook to intertextuality in comic strips contributes to a critical reading or not. For this purpose, we base our research in the light of Textual Linguistics and the National Curriculum Parameters (Brazil), through authors such as Koch, Bentes and Cavalcante (2012); Koch and Elias (2013); Costa Val (2006); Antunes (2003, 2007, 2009, 2014); and Brasil (1997,1998), among others. While Ramos (2017, 2018) and Vergueiro and Ramos (2015) contributed to the characterization of the comic strip genre, Smith (1993) and Foucambert (1994) were references for the reading approach. The corpus here used was delimited in 4 copies of the Portuguese language book from the Conexão e Uso collection for the construction of research elements from 6th to the 9th-grade school year, for we start from the assumption that there are contexts not yet covered in the textbook concerning intertextuality in the comic strip. Therefore, at the end of our work, we propose an activity notebook, based on situations of intertextuality addressed in the humor genre textbook and based on a perspective that prioritizes critical reading for elementary school students.

4
  • HELLMA HÍGIA CAVALCANTE LEITE SOUSA
  • FROM READING TO WRITING: THE TEACHING OF LITERATURE THROUGH THE BIAS OF MEMORY IN O TREM DA MINHA VIDA, BY DIÓGENES DA CUNHA LIMA

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • Data: Jul 22, 2021


  • Show Abstract
  • The teaching of Portuguese Language/Literature in Elementary Education II, nowadays, has been developed through the use of textual genres. Thinking about this practice, this work aims to develop a didactic proposal that arouses the taste for reading and writing, through the enjoyment of narrative texts using of Memories, within the Basic Sequence proposed by Cosson (2019), to be applied in a class of 8th grade of Elementary School, final years, and can be adapted for any other classes of this teaching stage. We carried out the analysis of two dissertations within the scope of the Professional Master's in Letters – PROFLETRAS, as the Master's conclusion work, since, due to the pandemic by COVID-19, resolution nº 003/2020 guided us to change the nature of our work. The two dissertations analyzed fall into the area of concentration Languages and Literary Literacy, which promote the teaching of Literature through the use of autobiographical texts and literary memories, in order to corroborate the construction of our teaching proposal, based on the memories of Diogenes of Cunha Lima in his work O trem da minha vida (2003). Our study was carried out in the light of authors such as: Marcuschi (2008), Cosson (2010; 2019; 2020), Lajolo (2009), among others; and in official documents: PCNs (1998, 2001). Through this research, we seek changes in the pedagogical practices of the Portuguese Language/Literature teacher, as well as effecting the teaching of Literature through the use of literary texts to assist in the formation of the effective student / reader who has the ability to interact in the society in which lives.

     

     

     

     

     

5
  • JACQUELINE ANDRADE DOS SANTOS LIMA
  • Reading and writing practices in the 6th year: the fables in the classroom.

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • HENRIQUE EDUARDO DE SOUSA
  • MOAMA LORENA DE LACERDA MARQUES
  • Data: Aug 30, 2021


  • Show Abstract
  • The practice of literary reading in the classroom, which takes into consideration the subjective experiences of the readers, presents itself as a basic element for the acquisition of the meanings of these readings, as well as their possible resignifications and rewritten by the students. However, practices which the literary text is presented only to serve as a motto for the exposure of contents, neglecting the subjectivity of the subject reader, still occur. Therefore, differentiated methodologies are necessary in the attempt to promote literary literacy within the school space. As a possibility of contributing to the formation of a student reader and also with writing proficiency, we have elaborated a proposal of basic sequence from Cosson (2018), using the literary genre fable. Our objective is to practice reading and rewriting texts in 6th grade classes of Elementary School – Final Years. The proposition of this work corroborates with the insertion of the subjectivity of the student in the reading of the texts and mainly in his writing, associating it with his reading of the world. In the basic sequence that will be the final product of this research, the student will read the works and, from them, will be the author of his own fable, making him a protagonist in the process of literary literacy. For theoretical basis we use the works of Cosson (2018, 2019), Oliveira (2011), Cândido (1995), Rouxel (2013, 2014), Santos (2003), in addition to basing the didactic work on the skills and abilities of the BNCC. Finally, we consider that literary literacy as a pedagogical practice can contribute to the critical formation of students, stimulating their autonomy as writers capable of contextualizing their experiences in the works they read. 

6
  • WALTER FERREIRA GONÇALVES
  • ORAL MARKS IN CORDEL: FROM TEXTBOOKS TO A PROPOSAL OF A GENRE-BASED PORTUGUESE LANGUAGE TEACHING

  • Advisor : MARCELO DA SILVA AMORIM
  • COMMITTEE MEMBERS :
  • MARCELO DA SILVA AMORIM
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • LUIZ HERCULANO DE SOUSA GUILHERME
  • Data: Oct 29, 2021


  • Show Abstract
  • It can be said that the cordel is a textual genre that is organically linked to an oral tradition, but whose registration, for the most part, is done through writing. Due to its relatively wide dissemination and resistance over the decades, the genre has marked its presence not only in bookstores, but also in the most varied academic studies and textbooks across the country. They appear as sources of popular wisdom, rich in linguistic elements, poetry and thematic diversity. Despite this, there is still no systematized material that is capable of bringing together, in a consistent manner and in a significant number, productive activities on the genre. This is the focus of our research, which has the general objective of analyzing the hybrid feature of cordel poems with regard to the presence of marks of both orality and scripture as well as the treatment given to this genre in Portuguese Language Textbooks of the years end of Elementary School of the National Textbook Program 2020. As specific objectives, we intend to: a) examine the language used in the poems to identify elements that constitute oral marks, such as slang, less prestigious and / or stigmatized expressions, colloquial expressions, linguistic variations and regionalism; b) verify the way of approaching the cordel genre in the LDLP; and c) develop a proposal for teaching Portuguese language to students in the final years of elementary school in a Corded Didactic Sequence (SD) format approach. Theoretically, this research is based on studies on the oral-written continuum (KOCH; OESTERREICHER, 2007); structure and functionality of cordel literature in the school environment (AMORIM, 2010; MARINHO; PINHEIRO, 2012; OBEID, 2009); studies on textual genres and retextualization (MARCUSCHI, 2008); text analysis process (ANTUNES, 2010; REY-DEBOVE, 1996), based on the theoretical and methodological basis of Sociointeractionism (BRONCKART, 1999; DOLZ; NOVERRAZ; SCHNEUWLY, 2004).

2020
Dissertations
1
  • JOSÉ CLÁUDIO RIBEIRO DA SILVA
  • .

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Mar 11, 2020


  • Show Abstract
  • .

2
  • ELIANE DE FREITAS OLIVEIRA
  • An proposal of reading circle from the works A Marca de uma Lágrima and Mariana by Pedro Bandeira.

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • Data: Jul 27, 2020


  • Show Abstract
  • The need for giving new meaning and turning Portuguese classes more interactive, through reading and reflection moments, has been a reason for discussions around Educational institutions. Contributing to this objective, this paper presents a new purpose of the pedagogical intervention of literary literacy, using the reading circle strategy developed by Cosson (2017). Commencing from "A marca de umalágrima" and "Mariana" written by Pedro Bandeira, a writer specialized in literature for children and teenagers, we suggested the application of the expanded sequence, accordingly with the literary literacy fundaments of Cosson (2009). Our goal is to accomplish reading practices with a high school 9th-grade group from "Capitão José da Penha" Estadual School located in João Câmara, using the reading circle method with Pedro Bandeira's oeuvres for the development of critic readers capable to reflect and comprehend those books context and beyond. Throughout the proposed activities, we instigated the literary reading habit, interacted with the books and colleagues among shared reading, inserting it during Portuguese classes creating reflexive reading moments. This sequence was expanded by writing on diaries about their reading and a "Sarau" presentation at the school. We verified the need for providing the student an efficient approach to literary books since it is relevant to the reading skill formation of those students and their development as citizens. As bibliographic research, we used the oeuvres of Cademartori (2009), Colomer (2007), Cosson (2009, 2017), Todorov (2009), Zilberman (2010), among other authors. We believe in the practicing of literary literacy achieved, it brought contributions to the practice of literary texts in the Portuguese classes which stimulated students to seek more readings, their critical understanding, improving their cognitive and creative potential, and building their autonomy as readers and writers.

     

3
  • PEDRO PAULO BARBOSA DE ALBUQUERQUE PINHO
  • THE CULTURAL PRACTICE OF THE BOI SURUBIM: CONSCIOUSNESS AND PRESERVATION OF MEMORY THROUGH ORALITY AND WRITING

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • MARIA DO SOCORRO OLIVEIRA
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • Data: Aug 13, 2020


  • Show Abstract
  • The severe neglect towards local culture displayed in the town of Madalena, Ceará, endangers one of its most relevant traditional expressions, crucial to the cultural identity of the town, the “Boi-Surubim”. Due to this issue and to the need of making the teaching-learning process a more contextualized and effective practice, closer to the students’ realities, this research, of practical and academic value, was developed. Its object of study is the cultural practice of “Boi-Surubim”, observed through the required interconnection between school and community. The study had as its general goal to investigate the impact of a literacy project aimed at saving and preserving the oral tradition of “Boi-Surubim” in a situated context. Associated to this main objective, four specific goals were set: 1) to develop a literacy project with 9th grade public school students which combined the reading and writing of assignments to the preservation of “Boi-Surubim’s” oral tradition; 2) to articulate the knowledge that originates from local and school cultures through a literacy project; 3) to contribute to the development of the 9th grade students’ critical awareness regarding the importance of local culture; 4) to ponder over the role of literacy projects as a teaching device for the (re)consideration of teachers’ identity. This research was conducted at the Escola de Ensino Fundamental Paula Queiroz (Paula Queiroz Elementary School), having as its main collaborators the 9th grade students. This research is theoretically based on literacy studies (STREET, 1983; KLEIMAN, 1995, 2000; OLIVEIRA, KLEIMAN, 2008), on discussions regarding the relation of orality/writing (MARCUSCHI, DIONÍSIO, 2007), on deliberations regarding memory and culture (BOAS, 2010; LE GOFF, 1990), on studies referring to Literacy projects (KLEIMAN, 2000; OLIVEIRA, TINOCO, SANTOS, 2014; OLIVEIRA, 2016) and on the contributions of critical pedagogy (FREIRE, 2018). Methodologically, it is a qualitative research of ethnographic method (MOITA LOPES, 1994; BOGDAN, BIKLEN, 1991). The data analysis was generated by instruments such as: observation and recording of interactive behaviors and of information search procedures in the classroom, field notes, recording of communicative interactions through digital media, interviews, statements, photographic records and text produced during literacy workshops. These allowed us to evidence that the literacy project presented itself to be a fruitful didactic device, capable of transforming local reality, of giving new meaning to our teaching practices and of promoting student protagonism.

4
  • EDUARDO TORRES CORDEIRO
  •  

    Teaching argumentation through problem situations
  • Advisor : CARLA MARIA CUNHA
  • COMMITTEE MEMBERS :
  • CARLA MARIA CUNHA
  • MARIA DA PENHA CASADO ALVES
  • MARIA MARGARETE FERNANDES DE SOUSA
  • Data: Nov 26, 2020


  • Show Abstract
  • The teaching of argumentation through problem situation is the object of this intervention project. In order for this reframing to obtain the outlines of a situated proposal, we started from a survey that added three components: (i) the profile of reader and writer of students from an 8th grade class of Middle School from Desembargador Silvino Bezerra Neto Municipal School, a public school in the interior of the state from Rio Grande do Norte; the collections to which these students say to have access; their understanding of the role of argumentation in the face of the need to intervene in everyday problem situations. After this stage was over, we focused on the exposition of this students in the face of conflict situations, aiming at developing of a reflective-practical posture in which they verified the potential of the argumentation to mediate them, instead of verbal and/or physical violence. In view of this, in this project, in general, we aim to assess the didactic potential of to work with problem situations for to teach argumentation. Furthermore, in a specific way, we have as objectives: (a) to map argumentative strategies of more recurrent use among our students; (b) to analyze the construction of the argumentative chain in the face of the exposition of experiential conflicts situations. Our theoretical contributions are the Dialogical Conception of Language, Literacy Studies in an Ethnographic Aspect and Studies of Argumentation from an Interactional Perspective. Methodologically, this project presents a qualitative approach with an interpretive and collaborative bias and an ethnographic aspect. We used as research tools for data generation: the profile of reader and writer, a quiz about argumentation and the game Polemic Questions of Brazil. These three instruments enabled the generation of data for analysis, which prove, that these students from middle school, contributors to our research, read and write –  evidently perceived in the collection of reading to which they have access and in social use of writing registered in the profile of reader and writer –  and argue – found in some argumentative strategies used through problem situations of the Game PQ Brazil and of the Quiz.

5
  • VERA LÚCIA NASCIMENTO DA SILVA
  • THE SONG LYRICS IN PORTUGUESE LANGUAGE CLASSES: A TEACHING PROPOSAL FOR YOUTH AND ADULTS EDUCATION (EJA)

  • Advisor : JOAO GOMES DA SILVA NETO
  • COMMITTEE MEMBERS :
  • JOAO GOMES DA SILVA NETO
  • MARIA DAS GRACAS SOARES RODRIGUES
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • ANANIAS AGOSTINHO DA SILVA
  • MARIA DO SOCORRO MAIA FERNANDES BARBOSA
  • Data: Nov 27, 2020


  • Show Abstract
  • This intervention work emerged from the need to seek methodological alternatives aimed at Youth and Adult Education (EJA, in Portuguese) in order to enable a more suitable learning method for students who fit in this category. To this end, we set out from the following research questions: 1) How to teach Portuguese Language to EJA students using song lyrics in a meaningful way? 2) How can the genre song lyrics be inserted into an intervention project in such a way as to contribute to the improvement of EJA students' learning processes? 3) How to provide EJA students with new learning methods that can overcome cognitive questions while respecting their knowledge? In order to answer these questions, we started using the genre song lyrics as a possible way to build learning methods that go beyond the mastery of reading and writing skills, challenging the subjects towards a critical understanding of reality that aims at social transformation. Therefore, the general objective of our work consists of creating a Portuguese Language teaching proposal for the Education of Youth and Adults using this textual genre. In this regard, the specific objectives of the research are: i) developing an intervention project for EJA based on song lyrics; ii) developing teaching sequences aimed at working with reading, writing, and studying the language by using critical-reflexive song lyrics. As theoretical basis, we used: The National Curriculum Parameters (BRASIL, 1998), Geraldi (2015), and Santos (2012) in order to put the teaching of Portuguese Language in EJA into context due to the need of understanding the juncture in which the research subjects are inserted based on the historical formation surrounding the teaching of a first language. We also adopted Zabala's (1998) approach to teaching sequences as our methodological choice; and Costa (2002) regarding the relevance of the literary text under the form of the genre song lyrics in Portuguese Language teaching; in addition to Freire's (1978; 1979; 1991; 2018) contributions concerning the work aimed at young and adult students based on the pursuit of a more righteous, democratic and solidary society. The methodology has an interpretivist and interventionist nature that presents general assumptions concerning the research at issue. The intervention took place in a 4th grade EJA classroom at the Municipal School Professora Terezinha Paulino de Lima, located in the Northern Zone of the city of Natal, RN. As to the results, we highlighted the Portuguese Language teaching proposal for Youth and Adults Education and the teaching sequences that use the genre lyric song as products of research, as well as significant improvement of the reading and writing proficiency of the participating students through the collaborative learning processes developed from the implementation of these teaching sequences.

6
  • OTANA MARY DA COSTA BARBOSA
  • LITERACIES AS ELEMENTS OF VALUATION AND PRESERVATION OF CULTURAL MEMORY: (RE) KNOWLEDGE OF HISTORICAL-CULTURAL DIVERSITY IN THE PLACES OF THE CENTER OF FORTALEZA

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • MARIA DO SOCORRO OLIVEIRA
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: Nov 30, 2020


  • Show Abstract
  • The society cultural habits have changed and the rising wave of violence throughout some capital cities in Brazil have contributed to the abandonment of public squares in the city centre of Fortaleza. Thus, lots of local cultural aspects have been forgotten. In order to consider this matter, the literacy which circulates the public squares named by Ferreira, José de Alencar and Martíres ( or Passeio Público)  in the city centre of Fortaleza has been chosen as the object of this study. In order to practice reading , writing and orality at school as elements of preservation of memories which circulates the public squares in the city centre of Fortaleza, Ceará. This study intends to discuss the potential literacy as elements of preservation and appreciation of the local culture. The specific objective aims to : 1) develop a literacy project which works as a didatic device of preservation and appreciation of collective memory ; 2) develop a literacy project in which students act as researchers of local cultures in their communities, by the articulation of school knowledge and local knowledge; 3) create an e-book with the memories produced by the collaborators of the developed literacy project. This study is based theoretically on the literacy studies (STREET, 1983; BAYNHAM, 1995; KLEIMAN, 1995; 2000; OLIVEIRA; KLEIMAN, 2008); multiliteracy approach (ROJO, 2009), critical pedagogy (FREIRE, 1984; MACLAREN, 1997) ; memories and cultural studies (LE GOFF, 1990) and literacy project studies KLEIMAN, 2000; OLIVEIRA; TINOCO; SANTOS, 2014; OLIVEIRA, 2016). This study is inserted methodologically in the qualitative research ethnographic paradigm (MOITA LOPES; 2006; MENEZES; SILVA; GOMES, 2009; (BOGDAN; BIKLEN, 1994). The data were generated from semi-structured interviews, application of questionnaires and records made in the study notes. This study allowed the comprehension that reading and writing do not need to be dealt as classroom issues (OLIVEIRA,2017), but as tools which contribute to solve problems that go beyond the school walls, but that interfere directly in the students life. Therefore, we understand the importance of a Literacy Project in which we make use of reading and writing as elements of preservation and appreciation of the local culture.

     

7
  • VERIANA EMÍDIA MEDEIROS DE AZEVEDO SANTOS
  • Retextualization activities for the learning and acquisition of literacy: a proposal of intervention for the Elementary Education from the work Pollyana, of Eleanor Porter
  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • MARIA DAS GRACAS SOARES RODRIGUES
  • GILTON SAMPAIO DE SOUSA
  • Data: Nov 30, 2020


  • Show Abstract
  • .

8
  • JOSÉ EDINALDO MONTEIRO DA SILVA
  • xx
  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • LUCIANE DE PAULA
  • MARIA DA PENHA CASADO ALVES
  • Data: Dec 14, 2020


  • Show Abstract
  • The research-intervention project, resulting from reflections of the academic experience, in the Professional Master’s Degree at UFRN, and from our experience with the teaching of Literature in the classroom, problematizes the subject of aesthetics and ethics, under the Bakhtinian theoretical framework. It started from some research questions: i) How to provide space and time in the classroom for a language teaching that privileges the students' enjoyment and aesthetic sense, in a discursive perspective, with the support of reading poems? ii) How can the systematization of the study of aesthetics and ethics contribute, from the work with discursive genres of the artistic-literary sphere, as the poem, to amplify the students' aesthetic perception?  In what way can one collaborate as a teacher-researcher for the systematization with the elaboration of didactic material that seeks the expansion of the space of the and to the ethical and the aesthetic in the chronotop classroom? The research had as general objective: To investigate, in the discursive perspective of the Circle of Bakhtin, as the aesthetic and the ethical from the literary reading, can contribute to enlarge the aesthetic perception, from the study of the genre poem, in the high school classroom timeline. As specific objectives: i) Problematize how the teaching of Portuguese language, based on discursive genres, can provide space and time in the sphere of school activity in order to privilege the enjoyment and aesthetic sense, with support of the genre discursive poem; ii) Contribute to the systematization of studies about the discursive genre poem, from the theoretical-methodological perspective of the Circle of Bakhtin, the reading subject and the subjective reading; iii) Elaborate didactic prototype that privileges the artistic-literary sphere, with the support of the discursive genre poem, under a discursive approach, in a perspective that seeks the enlargement of the and to the ethical and the aesthetic in the chronotop classroom. Theoretically, we rely on the contributions of Bakhtin (2010, 2011, 2015, 2017), regarding the concepts of language, aesthetic and ethical act, discursive and chronotop genres; as well as some scholars from Bakhtin, such as Brait (2016), Bemong (2015), Renfrew (2017), Faraco (2009) and Casado-Alves (2012, 2018, 2020). As a contribution, it was also anchored in Rojo (2012, 2015), on the concept of prototype as "hollow structure". In addition to the contributions of Annie Rouxel (2012, 2013), about the reader, Rosiane Xypas (2017, 2018), about subjective reading; Candido (1995, 2012, 2016), to discuss literature and the formation of the reader of literary texts, and Dias (2015, 2016)about literature in school and in the classroom.  In addition to some official documents, such as LDB (1996), PCN (2000) and BNCC (2017), with special attention to the teaching of literature. Theoretically and methodologically, this research is based on works of a qualitative-interpretative nature under the historical-cultural approach of Freitas (2009). The research corpus was based on the material produced during the completion of the prototype stages (observation, field notes, questionnaires, interviews, workshop activities), in process construction. As for intervention research, we have proposed two methodological strategies, that is, to work with prototypes, which consist of flexible and hollow structure SDs, as proposed by Rojo (2012), and to apply the five macro-steps.

2019
Dissertations
1
  • VALDISON RIBEIRO DA SILVA
  • xx

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • FRANCELIZA MONTEIRO DA SILVA DANTAS
  • Data: Jan 30, 2019


  • Show Abstract
  • xx

2
  • TALES FREIRE PINHEIRO
  • CONTENT DRAMATIZATION - A LITERARY ACTION PROPOSAL BASED ON EDGAR ALLAN POE'S STORIES

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Mar 1, 2019


  • Show Abstract
  • At the same time that the existence of literature in the school environment decreases, we see intensified discussion about the student's formation as a reader and about the responsibility of the school in this process. In this sense, it is necessary that the teacher encourages the student to realize the importance of reading and that consecutively can walk through the world of literature making their own choices, out of pure satisfaction. Thus, we intend to develop a didactic pedagogical practice through a didactic sequence (Cosson, 2016) which provides the relationship of the ninth year students of the Elia de Barros State School with Edgar Alan Poe's tales of terror and theater in a way work on literary reading and dramatization, also motivate the reading of these short stories, develop students' creativity and orality, as well as provide participation in theatrical exercises which benefit in the development of oral and corporal expression. In order to support our action project we will support Candido (1999), Compagnon (2009), Cortázar (1993), National Curricular Parameters (1997), Rosenfeld (2006), Todorov (2009), Zumthor We believe that this project of action helped in the performance of students' linguistic and literary skills.

3
  • BRUNO ATHALIBA DOS ANJOS SILVA
  • The Book Thief: a dialogical approach of reading

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • CELIA MARIA MEDEIROS BARBOSA DA SILVA
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: Apr 29, 2019


  • Show Abstract
  • The Bakhtin Circle comprehends every discursive communication as a dialogical relation. In this bias, the meaning will only be formed through an interaction (independently of being written or oral), in which the subjects answer to the statements that are presented from a responsive active comprehension (from which are effective through means of concordance, discordance, complementation or application). However, historically, there is, in brazilian schools - above all of public network -, a setback in this relation, as far as the procedure impedes the dialogical ethos and the pleasure of reading, necessary elements for the formation of critical reader. In sight of that, with the goal of discussing the formation of the reader in an elementary school classroom, we present, in this work, an experiment with the romance “The Book Thief”, in the 7º year of elementary school of a public school of Natal. For the systemization of this work, there was a focus upon three pillars, reading pleasure, criticism and the conceptions of language (whilst dialogical construction). The theoretical fundamentation is founded upon the conceptions of the Bakhtin Circle, in what concerns the comprehension of language as social construct and historically situated and the discursive genres as historical constructs and instruments of interaction in the different spheres of human activity. The methodology is fundamented on a dialogical perception, having as methodological procedure the creation of workshops with the objective of promoting the reading of the book. The research is anchored in a qualitative-interpretivist approach and the data built on the scope of Professional Master’s degree in Literature-ProfLetras. The results point that the work in Portuguese Language classrooms can be amplified with a dialogical conception of language and reading. It is presented as product of this work a pedagogical notebook that systematizes every accomplished activities and guides future actions in different contexts.

4
  • KEYVILANE KALINE DA SILVA REGO FERNANDES
  • REFLEXÕES TEÓRICAS E  PRÁTICAS SOBRE A COMPREENSÃO LEITORA NO 2º SEGMENTO ( SEXTO AO NONO) DA EDUCAÇÃO DE JOVENS E ADULTOS (EJA

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • MARINALVA VIEIRA BARBOSA
  • SULEMI FABIANO CAMPOS
  • Data: Jun 19, 2019


  • Show Abstract
  • Neste trabalho observa-se por meio de uma atividade diagnóstica, com questões de verificação de compreensão leitora de uma fábula, que os alunos do 2º Segmento da Educação de Jovens e Adultos (EJA) de uma escola pública do município de Natal-RN, estão com bastante dificuldade na leitura. Poucos conseguiram responder adequadamente as questões de interpretação feitas a partir do conteúdo do texto. Tomando as respostas como ponto de partida, propomos discutir e aplicar o que Solé (1998) propõe para o ensino de compreensão leitora.  Apresentamos como objetivo geral propor reflexões teóricas e práticas sobre a compreensão leitora a partir de leitura e escrita de textos narrativos e como objetivos específicos i) discutir as principais dificuldades que impedem a compreensão leitora do aluno; ii)  desenvolver em sala de aula oficinas sobre compreensão leitora envolvendo estratégias de leitura e de escrita ; iii) sistematizar e analisar  as  aulas para servir como material didático de consulta do professor a fim de auxiliá-lo no ensino da compreensão leitora e iv) narrar  a experiência do vivido por meio das análises das aulas.  Para atingir esses objetivos, utilizamos como metodologia a pesquisa-ação  e discutimos o que Larrosa (2007) traz sobre a experiência.  Esse autor diz que uma das possibilidades de trabalho que leva em conta a experiência é a pesquisa através do uso de narrativas. Dessa forma, utilizamos a narrativa de experiência do vivido, pois a partir de uma situação vivencial na EJA e com ajuda dos conhecimentos teóricos, propomos, aplicamos e analisamos oficinas de compreensão leitora. Como suporte teórico elegemos principalmente a dimensão interacional da linguagem, Geraldi (1997); concepções de leitura Coracini (1995); a leitura na educação de Jovens e adultos Freire (2011); concepção de língua, Koch (2015); concepção de texto  Marcuschi (2008) e  compreensão leitora Solé (1998).

5
  • EMÍLIA NEVES ORTIZ ARAÚJO
  • THE ANIMATED AND INTERACTIVE EBOOK RECONTE - LENDO CONTOS, REESCREVENDO PONTOS: AN EDUCATIONAL PRODUCT USING NEW ICTs FOR THE DEVELOPMENT OF READING AND TEXTUAL PRODUCTION

  • Advisor : ANDREY PEREIRA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • ANDREY PEREIRA DE OLIVEIRA
  • DERIVALDO DOS SANTOS
  • ULISSEIA AVILA PEREIRA
  • Data: Jun 19, 2019


  • Show Abstract
  • The present work is an account of a research developed with the Professional Master's Program in Letters (PROFLETRAS), focused on the teaching of Portuguese Language. She reconciles the creation, execution and analysis of an educational product — an animated and interactive digital book (ebook in EPUB format) —, the study of short stories and the rewriting. Through links, it indicates readings, animated videos, interpretive questionnaires and rewriting propositions, thus functioning as a motivational tool for the development of literary reading practices and written textual production, bringing the classroom closer to the new profile of students, considered as "Digital natives". The public to whom this work is intended are students of the fundamental II of a school of the municipality public network, located in the municipality of Parnamirim-RN. This project arose from questions made by the students themselves. They questioned whether they could use technological resources in the classroom and whether they could express their own opinions by rewriting the stories they read. The ebook is expected to contribute to overcoming the need for students to read and write in a more autonomous and meaningful way, while modernizing classes. The methodology is based on action research. The theoretical basis was based on authors such as Braga and Ricarte (2005), Candido (2017), Cosson (2009) Kenski (2012), Moisés (2012), Rojo (2012), Santaella (2017) among others.

     

     

     

6
  • FRANCIMAR SILVA DOS SANTOS
  • OS SABERES QUE FUNDAMENTAM O ATO DE ENSINAR:

    O USO DA MEDIAÇÃO DO PROFESSOR NO PROCESSO

    DE ESCRITA DO 4º ANO

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • JOSÉ ANTÔNIO VIEIRA
  • NILCE MARIA DA SILVA
  • SULEMI FABIANO CAMPOS
  • Data: Jun 21, 2019


  • Show Abstract
  • Nossa pesquisa tem como objeto de estudo mediação do professor no processo de escrita dos textos de alunos do ensino fundamental I. Trata-se de um estudo de cunho qualitativo sob o paradigma interpretativista, buscando responder a seguinte questão: a que saberes o professor recorre para mediar o processo de escritura dos alunos? Como objetivo geral, analisar as contribuições oferecidas pelo professor como mediador do processo de escrita dos textos dos alunos em sala de aula. Como objetivos específicos: i) diagnosticar como o professor corrige os textos produzidos em sala;  ii) elaborar e executar atividades que contribuam para gerar habilidades escritoras; iii) utilizar a mediação e a metodologia dos protocolos verbais como forma de auxiliar no processo de escritura de textos; iv) analisar e interpretar as produções dos alunos, a fim de compreender  como a mediação do professor contribui para o processo de  escrita. Para atender a esses objetivos, planificamos um Projeto de Intervenção que foi trabalhado com os alunos do 4º ano do ensino fundamental a fim de analisarmos a evolução da sua escrita a partir das medicações dos protocolos de escrita realizados pela professora - pesquisadora. Teoricamente nossa pesquisa está fundamentada na mediação pedagógica feita pelo professor, nos escritos de Hoffman (2005a; 2005b), Mesquita (2012), na metodologia dos Protocolos de Escrita, Bortoni – Ricardo (2012), Naedzold, Santos e Silva (2017), os saberes docentes ou da prática pedagógica, nos estudos de Tardif (1991; 2005) e Almeida e Biajone (2007). Para questões teóricas sobre língua e linguagem trabalhamos com os estudos interativos da linguagem procedentes da teoria bakhtiniana orientadas por Fiorin (2006; 2008) e Geraldi (1996; 1997; 2010), relacionado à escrita temos as contribuições de Cagliari (1999 – 2003), Passarelli (2012). Ressaltamos, ainda, as contribuições de pesquisadores como: Bakhtin (1997), Ruiz (2001), Figueiredo (1995), Bronckart (2009) Menegasse (2001), Leal e Brandão (2007), Marcuschi e Suassuna (2007) e Cyana Leahy – Dios (2008).

7
  • GILMARA CHAVES VALENTIM SILVA
  • Practices of literary readings and textual production: short stories by Clarice Lispector in the ninth year

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • MARIA APARECIDA DA COSTA GONCALVES FERREIRA
  • Data: Oct 7, 2019


  • Show Abstract
  • This present pedagogical proposal aims to reinforce the importance and relevance of teaching literature at school, believing in its transformative and humanizing potential, in the construction of meanings between text, reader and world. For this purpose, we developed literary literacy in a 9th grade class of Elementary School of a municipal education system school in Natal/RN, beginning by the creation, development and application of a teaching sequence, based on the expanded sequence of Cosson (2007). This action research consisted of three moments: in the first moment, we talked about reading, literature at school and literary literacy and their interaction with multiliteracies; In the second moment, we discussed about the genre short story and showed some clippings of the book FelicidadeClandestina which included the six short stories studied as well as a brief study about its author, Clarice Lispector; In the third moment, we presented the teaching sequence and its execution from the reading interpretation of the canonical short stories to the production of other genres such as Fanfiction, finishing  this process by the results analysis. Our pedagogical action proposal was based on BNCC (2017) and PCN (1998), and also on authors like Candido (2004, 2017), Compagnon (2009), Cosson (2007; 2015; 2018), Cortázar (1993), Gotlib ( 2006), Koch & Elias (2009), Moses (2006), Rojo (2012), Rosenfeld (2006), Rouxel (2013), Todorov (2009), Zilberman (2008, 2010), among other theorists. We believe that this pedagogical proposal on reading and literature has contributed both to improve the linguistic performance and the literary interest of our students as well as to their human formation.

8
  • KALYNE GRACYELE VARELA DA SILVA SOUZA REVOREDO
  • WRITING AS IDENTITY PRACTICE: Processes of Linguistic Consciousness and Personal Transformation
  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • CELIA MARIA DE MEDEIROS
  • MARIA DO SOCORRO OLIVEIRA
  • NADIA MARIA SILVEIRA COSTA DE MELO
  • Data: Oct 29, 2019


  • Show Abstract
  • When working with Youth and Adult Education - EJA, there is an audience marked by difficulties in the schooling process, therefore, insecure when using writing in various social practices. These students, excluded from regular education for various reasons, generally have low self-esteem, therefore, critical pedagogical practices are needed to assist them in identity repositioning. Therefore, this study aims to use writing as an instrument of perception of the “I”, enabling the student to know and also to know the other and, therefore, to feel safer in this graphocentric society. In this sense, we understand that it is up to the teacher, as an agent of literacy, to redefine the teaching of the mother tongue through literary workshops based on textual genres, which aim to minimize the most immediate needs of these subjects. This dissertation fits in the field of Applied Linguistics (LEFFA, 2001; MOITA LOPES, 1994, 2009), specifically in the Literacy studies (STREET, 1984, 2003; KLEIMAN, 1995, 2000; OLIVEIRA, 2008, 2010). Methodologically, the research is qualitative and interpretative, with an ethnographic bias (CANÇADO, 1994; STREET, 2003; CALEFFE, 2006). Data were generated from a literacy project (KLEIMAN, 2000; OLIVEIRA, 2008; OLIVEIRA; TINOCO; SANTOS, 2014), exploring various textual genres. The actions of the project “Writing as an Identity Practice” were carried out through literacy workshops, focusing on writing and textual genres as tools in the reconstruction of each student's personal image, based on strengthening the student-school-society relationship.

9
  • JOSIANE DA SILVA MELO

  • THE SCHOOL SEMINAR: GENRE EDUCATION AND ANALYSIS

  • Advisor : ANA VIRGINIA LIMA DA SILVA ROCHA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • CLEBSON LUIZ DE BRITO
  • LUBIA DE MEDEIROS MAIA SOUSA
  • Data: Oct 30, 2019


  • Show Abstract
  • C

    This work arose from our concerns with the insufficient space given to the oral modality in classrooms, as well as the lack of orientation and organization in the development of this practice, especially when we consider the school seminar, which is the focus of our research. Due to that, we aim to contribute to the development of oral production in classrooms and to a reflection upon this activity. We do that by means of the analysis of a didactic intervention based on school seminars in a ninth level group of middle school. This research is relied on the theoretical conceptions of Bakhtin (2011), Marcuschi (2002, 2007, 2008,  2010), Schneuwly (2004), Travaglia (2013), Bronckart (1999). It is also based on the PCN’s (1997) regarding the studies of Orality applied to the didactic model made by Dolz et. al. (2004). This study is qualitative research to analyze the results of an action research which consisted in the application of the didactic sequence for school seminars proposed by Dolz, Noverraz and Schneuwly (2004). The corpus is consisted of transcript recordings from the seminar presentations, in which we attempted to analyze the possible influence of the producing conditions of the elaboration and presentation of seminars, as well as the students’ appropriation of their internal organization and their linguistic properties. The analysis reveals that part of the difficulties of the students is imposed by the context of the production of seminars. Due to that, teachers should intervene as always as possible to make the most positive of the actions related to the condition and production of seminars. The analysis also shows that the seminar genre structure and its linguistic properties were partially achieved by the students. Frequently, these properties emerged in an inappropriate manner, lacking formal and linguistic elements which are crucial to the comprehension and progression of the text. Considering that, we recognize the importance of a systemic teaching of the school seminar, in which the students could be exposed not only to the thematic content, but also to the compositional structure and linguistic construction, which we consider to be extremely relevant to the study of the genre.

     

10
  • GILVAN DE OLIVEIRA
  • Uma proposta para o Ensino da Literatura Potiguar no fundamental: Diálogos em Chão dos Simples de Manoel Onofre Jr.

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • ALEXANDRE BEZERRA ALVES
  • DERIVALDO DOS SANTOS
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • Data: Oct 30, 2019


  • Show Abstract
  • This work advocates in favor of the teaching Literature Norte-Rio-Grandense from a dialogical perspective. It has public schools as a target, especially  groups of 6º A and B and 9º year of the Elementary School, that is located in a city of the state of Rio Grande do Norte. The project is based theoretically and methodologically on four central contributions: The first part starts with works that support the importance of literature teaching and its transformative role in theorists such as Todorov (2009), Zilberman (2009) and Candido (2017). The second part headed by Jouve (2013) discusses what kind of literature should be taught and studied at schools and counts on the contributions of Cherry (2005), Zilberman (2009) and Cosson (2016). The third part will describe the methodological procedures for teaching literature based on the dialogical conception proposed by Cereja (2005), and also based on what the PCNs and BNCC say about the teaching of literature at this level of basic schooling. The fourth and final part is based on studies about the genre short story of Cortázar (1993), Ogliari (2012), Bosi (2015) and Onofre Jr. (2010). At this  first moment we will deal with the reason and the importance of the teaching literature in public schools in the upper fundamental education; in a second moment we will discuss about the dialogical method of Cherry (2005); in a third moment we will discuss the story as a literary genre, its historical transformations and the treatment received at the national and regional level; Finally, it will be the most important part of the present study, where we will describe the activities and the results of the application of the Cherry method (2005) directed to the reading of some stories in the book Chão dos Simples by Manoel Onofre Jr, this book was studied in the classroom, then it was made an analysis of its narrative structures, stylistic properties and thematic association with other literary works and artistic manifestations, thus we could test the viability of the dialogic method of Cereja (2005) as a pedagogical alternative about  reading and teaching  potiguar literature  in primary and fundamental education .

    This study presents a proposal for teaching potiguar literature based on a dialogical perspective of literature. Opposing the traditional approaches, the objective is to broaden the reading horizon of the students, including in the portuguese language classes texts of the norteriograndense literature so that the people involved in the pedagogical process can recognize, from the elements of their culture, the universal traits of humanity present in literary texts in general. The target audience was students of 6th and 9th at Maria Lídia da Silva state school, 7th DIREC. The tales “A Verdadeira História de João e Maria”, “Duelo de Titãs” and “Dia de Juízo” by Onofre Jr. (2014) were chosen to compose the sequence of works that guided literary reading in the classroom. The dissertation is divided in four chapters. The first, second and third chapter define the theoretical and methodological foundations and the last chapter the results of the pedagogical practice. The first chapter presents literature as content of teaching as of the theoretical conceptions by Todorov (2009), Zilberman (2009) Compagnon (2012) and Candido (2017), that advocate the inclusion of this content in the school curriculum as of understanding of the literary reading as a way to promote new possibilities interpretation. The second chapter studies the norteriograndense literature in prose and how it developed in the context of Brazilian regionalism. The third chapter analyses the Cereja's (2005) fundamentals of the proposal and presents the methodological procedures that guided the dialogic approach in the classroom. At last, fourth chapter describes the results of the reading practices in tales by Onofre Jr. (2014) between 2018 and 2019 in the first and last year of the elementary school.

     

     

     

     

     

     

11
  • VÂNIA PINHEIRO BORGES
  • THE VOICE AND THE TIME OF THE READER IN DEATH AND SEVERE LIFE: AN APPROACH TO RECEPTION, READING AND PERFORMANCE.

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • EDNA MARIA RANGEL DE SA
  • JOAO BATISTA DE MORAIS NETO
  • Data: Nov 6, 2019


  • Show Abstract
  • In the present era of computerization of the school space, where everyone is surrounded by such fast and perishable information, we can see that few of these updates translate into relevant experiences for student education. Whereas the choice to work with the poetic literary text here is undeniably the attempt to do the opposite: to transform the experience of literary enjoyment into permanent knowledge for the school community. This work is an attempt to assertively and effectively develop the indication of work launched by PCNs, under the aegis of the LDB of Brazilian public education, in what concerns the reading practices and literary enjoyment in the classroom. To this end, the poem piece Morte e vida Severina, by Pernambuco author, by João Cabral de Melo Neto, will be the base text for the collective reading of this study, developed in the stages of reading, reception and textual performance under the investigative theoretical effort going through guidelines, among others, by Bordini (1996), Cosson (2006), Zumthor (1993) and Pinheiro (2003). From this theoretical framework, the body was used during the literary reading processes, because it is through it that we are in the world. In this sense and thinking about the reading that “dislodges the man from his body”, through the readings, representations and text productions of the students, it was possible to observe, throughout the research, the elaboration of several meanings and resignifications with the selected work. in the classroom. , so that, resulting from this interventional practice, several pedagogical products were produced, explored throughout this work.

12
  • ROSINALDO SANTOS DA COSTA
  • .

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Nov 8, 2019


  • Show Abstract
  • .

13
  • ROSELI DA SILVA
  • xxxxx

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • CELIA MARIA MEDEIROS BARBOSA DA SILVA
  • Data: Nov 29, 2019


  • Show Abstract
  • xxxx

14
  • BRUNA FRANCINETT BARROSO FAUSTINO DE SOUZA
  • EXPERIENCES OF READING AND WRITING IN PRIMARY SCHOOL: THE CONTRIBUTION OF LITERARY NARRATIVES


  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • SULEMI FABIANO CAMPOS
  • MARIA DA PENHA CASADO ALVES
  • ANA CRÉLIA PENHA DIAS
  • KATIA CILENE FERREIRA FRANÇA
  • Data: Dec 12, 2019


  • Show Abstract
  • Does the excessive exposure to more objective language texts and instant communication available in digital means exert any influence on writing productions of primary school students in the school environment? Does the access to reading experiences through literary narratives can favour the development of more complex abilities of reading and writing? Starting from these questions we developed a social research under the qualitative paradigm, according to Bortoni-Ricardo (2008) of interventional and interpretational natures. The methodological procedure used for the intervention is the realisation of reading and writing workshops from the literary narratives developed in the Municipal School Deputada Maria Do Céu Pereira Fernandes in the city of Goianinha/RN. The general aim of the research is to build meaningful experiences of literary reading, starting from the access to the author’s experiences of the texts that were read, aiming that by having what to say, the students can develop satisfactorily a subjective and creative writing. So, the specific goals are: I) diagnose the most recurrent practices of reading for the students and the impact of immediate communicative texts on social network in its narrative construction; ii) analyse the different ways of saying from the authors of the narratives that were read and their implications on meaning construction by the students; iii) promote writing productions of literary narratives valuing the experiences of the students. For this, we took as theoretical support the concept of dialogical language by Bakhtin (2004) and we adopted the conception of indissociability of reading and writing practices, as well as the distinction between essay and writing production according to Geraldi (2003; 2009; 2012; 2015). We started from the definition of strict reading regarding to the recuperation of interpretation clues on the text according to Riolfi et al (2014), but also the definition of subjective reading according to the theoretical contributions of Rouxel et al (2013), aiming to arrive on the productions of literary narratives in accord with Dalvi et al (2013) and we considered the necessity of spaces in the school to experience how that touches us, in accord with the notion of Larrosa (2017).

    Key-words: Teaching. Reading. Writing. Narrative. Experience.

     

2018
Dissertations
1
  • THIAGO AUGUSTUS FIGUEIRÊDO DA SILVA LIMA
  • A PRÁTICA DE LEITURA E NAVEGAÇÃO HIPERTEXTUAL EM AMBIENTES
    DIGITAIS – UMA PROPOSTA DE MULTILETRAMENTO EM SALA DE AULA A
    PARTIR DE HIPERCONTOS E CIBERPOEMAS

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • ADRIANA SANTOS BATISTA
  • EMARI DE ANDRADE
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • Data: Jan 31, 2018


  • Show Abstract
  • The onset of new information technologies has brought about significant changes in the way
    we understand reading and how it takes place in digital environments. Therefore, the focus of
    this research is on the students’ reading and browsing skills in digital environments. We are
    mainly aimed to methodologically work the reading practice so that students become effective
    readers and browsers of digital hypertexts. Regarding the specific aims, they are: (1) to observe,
    through diagnoses made, the reading and browsing of students in digital environments; (2) to
    work multiliteracies, multimodalities and interactivity in hypertales and cyberpoems from a
    didactic intervention; (3) to observe the results obtained from didactic prototypes. We
    conducted this research in a class of 8th grade of elementary school of the General Dióscoro
    Vale State School, located in the North Zone of Natal. For this purpose, we used the theoretical
    framework of a methodology applied to the proposals of Rojo (2012) concerning the didactic
    prototypes. This moves us towards a practice of multiliteracies and multimodalities, which are
    fruits of problematizations that aim to promote reflections and to renew the teaching practice
    of the language teacher. As a theoretical foundation, in a socio-historical perspective, we have
    Chartier (1999), Jenkins (2009), Lévy (2009) and Santaella (2013). As a theoretical foundation,
    in a linguistic perspective, we have Marcuschi (2009), Xavier (2010), Coscarelli (2006; 2009;
    2012), Ribeiro (2009; 2016) and Rojo (2012). The preliminary results highlight the relevance
    of multimedia in the construction of the students’ reading, from the overlap of browsing and
    reading skills in digital hypertexts.

2
  • ADRIANA HANAYÁ FERREIRA CABRAL
  • CLASS ASSEMBLY AS A LITERACY EVENT: intertwining knowledge and practice...

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • DOROTEA FRANK KERSCH
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • MARIA DO SOCORRO OLIVEIRA
  • Data: Jun 7, 2018


  • Show Abstract
  • The need for resignification in the Portuguese Language Teaching process has been leading teachers from basic education to seek new educational practices. An alternative comes from those that are developed in the literacy projects (KLEIMAN, 2000). In this sense, this intervention research aims to study the class assemblies as a literacy event. In order to investigate the effectiveness of assemblies for the resignification related to students’ reading, writing and orality practices of a public school in Rio Grande do Norte, we have postulated the following specific objectives : (i) to identify the developed activities in the class assembly that support the resignification of reading, writing and oral practices; (ii) to investigate how reading, writing and oral activities are developed in a class assembly, focused on action and social change. For this, we have based this research on the dialogical perspective of language from the Circle of Bakhtin (BAKHTIN / VOLOCHÍNOV [1929] 2009; FARACO, 2009); in the literature studies (KLEIMAN, 1995, 2000, 2005, 2006, TINOCO, 2008, OLIVEIRA, TINOCO, SANTOS, 2011, STREET, 1984), in the concepts of learning community (AFONSO, 2001) and the class assembly, also viewed as a literacy event. Concerning to the methodological point of view, we are anchored in the qualitative-interpretative work of an ethnographic dimension connected to Applied Linguistics (MOITA LOPES, 2006). Collaborating in this research, there were 7th grade students, some teachers, the school staff, parents of the students and agents from outside the school community. For the data analysis, we would like to highlight how the class assembly is configured as a literacy event, constituting a space of resignification for reading, writing and oral practices, where the social actions are deliberate, and enable the students' empowerment, and the transformation of a state of things from the collective action.

     


3
  • SIMARA RIBEIRO GOMES DA CUNHA LIMA


  • Reading the book Chão dos Simples in the classroom:  laughter and regional tradition in the tales of Manoel Onofre Junior.


  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • JOSE LUIZ FERREIRA
  • Data: Jun 28, 2018


  • Show Abstract
  • The teaching of literaturehasbeenneglectedduring the lastdecades in Basic Education, mainly in publicschools.  For thisreason, and aware of the importance of the knowledgedisseminated in literarytexts in the construction of studentlearning as citizens, wechosetoteachliterature. Thus, the present work presents a proposal for intervention in the classroom, applied in the 8th grade  of the Municipal School Manoel João Barbosa, located in the rural area of the municipality of Logradouro in the state of Paraíba. The main objective of our workwas to develop the student reading skills through literary texts, with the focus on their critical-social and cultural transformation. For this reazon, we take the literary literacy for the aforementioned class through the application of reading tales that are part of  book, Chão dos Simples (2014) of Manoel Onofre Jr., having as its theme unit the laughter and residues of the regionalist tradition.Therefore, weinsert the literarytext in the classroom, motivating the student'sinterest in reading,besidesprovidingthemwithconditionsnecessary for the production of regionalist tales, fromtheirexperienceswith the storiesread.How it is about readingexperience in school, this study adopts the basic didactic sequence model, according to the systematization of Rildo Cosson (2014) in his book: Literary Literature: theory and practice, which comprises four phases: motivation, introduction, reading and interpretation.In addition to the rationale in Rildo Cosson's reflections, this work also had as theoretical contribution the thought Antonio Candido (1995), in his essay "The right to literature"; the critical systematization of Antoine Compagnon (2009), present in his work Literature for what?;the essay by Leyla Perrone-Moisés (1996), "Literature for All”, among others.The theoretical and critical systematizations of these authors served as a basis for reflection on the relevance and role of literature at school and in individuals' lives, be as an instrument of social criticism, in the formation of citizens, be in their intellectual and cultural formation.The results achieved by this research point to the importance of teaching literature in the classroom, the literary text being the source of this teaching. This methodology allowed the students the free access to reading as a form of self-recognition, as well as the construction of new knowledge. Allied to this, we observed that the students engaged in this intervention, increased reading and writing skills, thus proving an advance in the competence of literary readers.

4
  • ANACYARA CELLY DA SILVA LIMA
  • Literary literacy  from the literary reading of the classic work Sherlock Holmes.

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • Data: Jul 27, 2018


  • Show Abstract
  • ABSTRACT

     

    The Portuguese Language Teaching in the middle school, adopted by public School in Brazil, most of them, prioritizes the teaching of normative of the language. In another hand, the literature teaching is considered as a low priority. The literature teaching offers to the student a little effective and quick contact on the literary texts. In the eyes of this situation, we seek to elaborate plans and actions that provide, by the literature, the reading pleasure and real contact with the literary or artistic works, prospect for the Literary Education. In the search to find type of work with a applicable literature inside the classroom and this model intend to form effectively literary reader. It can seek to apply a literary lettering that attend on the public school context and it can offer subsidy theoretical-functional to the teacher, in order to make it possible the implementation of Literary Teaching in the schooling process, contribute effectively to the formation of the literary reader. The Literature Teaching is the extreme importance to the thoroughly education of the individual as a citizen. In

    this context, we propose to work the literary text in the school, applying methods and reading activities that they lead to the literacy in the literature and contribute to the social and cognitive life of the individual lead him/her to develop a criticism and argumentative ability, in additional to, lead himself/herself understand the world that they live. They can feel as the integrant of it. Therefore, this paper seeks argues the importance of the Literary literacy and sharpens ways to the teaching of the literature in the school. In this perspective, we seek to snap off the benefits that the work with literary text, leaded properly, that can offer to the social formation and a reader student. We show thinking about the importance of the literature, concept of literacy, and propose the application of the basic sequence, according to the solid ground of Cosson (2014), by the reading of literary work of Sherlock Holmes – Extraordinary Case. Our proposal focus prioritize the reading as the life-changing agent that stirs up student to the pleasure of the literary text contact. In the social space of the application of the proposal, we chose the eighth grade of the middle school in a public school in Natal/RN. We used the bibliographic research focused principally in the Antonie Compagnon (2009), Candido (1995), Lajolo (2000), Keiman (1995, 2002), Soares (2003, 2009), Casson (2014), among other author’s works.

     

5
  • ELISÂNGELA CRISTINA DO NASCIMENTO
  • ESTRATÉGIAS DE LEITURA PARA COMPREENSÃO LEITORA DE FÁBULAS E CONTOS NO  6º ANO

     

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • SULEMI FABIANO CAMPOS
  • Data: Jul 27, 2018


  • Show Abstract
  • A partir da observação e de atividades de leituras ministradas em sala de aula no 6º ano do ensino fundamental da Escola Municipal Professora Nazaré de Andrade Duarte, na cidade de Goianinha/RN, e com base no diagnóstico realizado na turma verificou-se a necessidade de trabalhar estratégias de compreensão leitora que favoreça a formação do leitor. O “ponto de partida” e de “chegada” foi a leitura de fábulas e de contos, com enfoque na compreensão leitora. Esta pesquisa pretende responder as seguintes indagações: ao ensinarmos os alunos a ler, costumamos instigá-los a recuperar pistas textuais que permitem a construção de um percurso interativo? Como podemos contribuir, por meio de estratégias de leitura, para construção de significados e compreensão leitora dos alunos? O objetivo geral desta pesquisa é desenvolver estratégias de leitura que contribuam para o desenvolvimento da compreensão leitora dos alunos. São objetivos específicos: a) descrever como as concepções de leitura sustentam as estratégias de compreensão leitora dos alunos; b) sistematizar as estratégias de leitura para a construção do sentido do texto, com predominância narrativa, tais como  fábulas e contos, partindo de um contexto mais simples de compreensão para o entendimento do mais complexo; c) aprimorar as habilidades leitoras nos diversos textos em que predominam os elementos da narrativa; e d) propor uma intervenção teórico-metodológica que envolva as estratégias de compreensão leitora dos elementos implícitos e explícitos das fábulas e dos contos. Adota-se uma intervenção pedagógica que possa favorecer a formação do leitor crítico e autônomo. Para tanto, utiliza-se procedimentos metodológicos as estratégias de compreensão leitora proposta por Solé (1998) através das oficinas de leitura seguindo a didática de projetos pedagógicos de Lopes-Rossi (2011), segundo a sequência narrativa de Adam (2008) com algumas adaptações com o propósito de desenvolver estratégias de leitura. O corpus desta pesquisa é constituído por vinte e sete textos, entre oitenta e cinco produzidos pelos alunos. Para análise, foram selecionados três textos produzidos nos dois momentos de leitura (fábula e conto) e produção, denominada, análise de leitura da produção diagnóstica (ALPD) com produção final - a criação ou reescrita de fábulas ou contos para publicação. Tem-se, ainda, como aporte teórico sobre concepções de leitura e as estratégias para compreensão leitora os estudos de Soares (2000, 2001, 2010), Martins (1994), Kleiman (1997, 2011, 2013), Freire (2011), Geraldi (1997, 2006, 2011) e Marcuschi (2008). Os resultados das produções apontam que o trabalho de intervenção possibilita melhoras significativas no desempenho leitor dos alunos e que é possível desenvolver a compreensão leitora quando as estratégias de compreensão leitora são trabalhadas de forma coordenada.

6
  • ANNE NAYARA RAIMUNDO GUEDES
  • METAMORPHOSES: FROM LITERARY READING TO TEXTUAL PRODUCTION

  • Advisor : ANDREY PEREIRA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • ANDREY PEREIRA DE OLIVEIRA
  • EDNA MARIA RANGEL DE SA
  • RAQUEL DE ARAÚJO SERRÃO
  • Data: Jul 30, 2018


  • Show Abstract
  • The objective of this work was to implement and analyze a proposal of a didactic sequence that unites literary reading, textual production and reflection on the language in a class of the 9th year of Elementary School with the intention of contributing to the literary enlargement of the students, inserting them into a meaningful practice of reading and learning the language. For the realization of the research, based on the literary reading, this work was based on Candido (1995), Llosa (2004) and for the studies of the myths, was used the book Metamorfoses, of Ovid. It was also used the orientation of the National Curriculum Parameters - PCN (BRASIL, 2001) of Portuguese Language of elementary school, to base the applicability of the triad: literary reading, textual production and linguistic analysis in the classroom. In methodological terms, the research was qualitative and interventional, occurring in a concrete social context, so that the data collected could reach expected results in a perspective regarding teaching learning. This was possible by implementing the didactic sequence proposed by Dolz and Schneuwly (2004). For the generation of data, the following instruments were used: field annotations, reading wheels and answers to questions, throughout the intervention process. The results of the research indicate that working with teaching from the perspective of NCPs, considering the teacher as mediator, student, text, context, organizing strategies to motivate students to participate actively in the process of meaning construction, led them to understand and to interpret the texts in a more proficient manner according to the four functions of literature that Candido teaches (1995) . The mentioned proposal of practices of the literary reading by means of Ovidian myths was evaluated positively by the students. This signals the importance of the teacher working the literary text in elementary school, motivating the student to go beyond the traditional reading in the school, bringing contributions to the literary education of adolescents.

7
  • FERNANDA FAUSTINO DA SILVA RIBEIRO DE AGUIAR
  • .

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • KAZUE SAITO MONTEIRO DE BARROS
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Jul 30, 2018


  • Show Abstract
  • Considering that teaching situations should lead students to reflect on language in order to understand it and to use it appropriately to the situations and its purposes, as the National Curriculum Parameters show us, it is the present work, the result of a pedagogical intervention, of a qualitative nature, in a 9th grade class from a public school in the city of Natal, Rio Grande do Norte. Our research consisted in the identification of linguistic interferences as a symptom of Discursive Traditions in the students' writing process, according to the postulates of Kabatek (2006). It is understood by linguistic interference the deviation of the norms of a language from the appearance of elements of another, be it in the phonetic, morphological, syntactic or lexical field, according to Kabatek (1997). Based on this concept, our study aimed to investigate the presence of interference between varieties, and their influence on the displacement of textual productions in the oral or writing continuum, based on Koch and Oesterreicher (1990). initial productions and finals. For this, we are based on Textual Linguistics, according to Coseriu (2007), from the distinction between the three levels of speaking: the universal, the historical and the individual. Through the execution of a didactic sequence, a systematic model proposed by Dolz and Schneuwly (2004), the students produced the textual genre opinion article, on which we theoretically support the contributions of Brakling (2000). The choice by gender is justified by its relevance to the expression of a critical and reflective understanding of relevant themes in society through the cultivated variety. At the end of the intervention and the analysis of the results, we see the displacement of the productions in the continuum of texts, through the substitution by the students of interferences that characterize orality, by the use of structures focused on the communicative distance, as required by the context in question

8
  • LEIDIVÂNIA MENDES DE ARAÚJO MELCHUNA
  • A produção de memórias no Ensino Fundamental: retextualizações e indícios de autoria

  • Advisor : ANA VIRGINIA LIMA DA SILVA ROCHA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • MARIA DA PENHA CASADO ALVES
  • REGINA LÚCIA PERET DELL ISOLA DENARDI
  • Data: Jul 31, 2018


  • Show Abstract
  • Em busca de promover um ensino-aprendizagem que contemple a oralidade e a escrita de maneira significativa, este trabalho apresenta a análise de memórias produzidas a partir da aplicação de um projeto de intervenção, em uma turma do 7º ano, em uma escola estadual, na cidade de Natal (RN). Para subsidiar nosso trabalho, utilizamos o modelo de sequência didática apresentado por Dolz, Noverraz e Schneuwly (2004), organizando a proposta em etapas constituídas por atividades dispostas de modo a desenvolver a competência textual dos alunos envolvidos, em diferentes níveis. A escolha do gênero memórias surgiu por esse ser um dos gêneros solicitados na 5ª edição da Olimpíada de Língua Portuguesa Escrevendo o Futuro e, em especial, por dificuldades reveladas nas produções dos alunos em edições anteriores do programa. Nesse sentido, a proposta focaliza o trabalho sistemático com a retextualização de textos que dão base ao conteúdo das memórias e tem como objetivo geral contribuir com reflexões acerca do ensino-aprendizagem do gênero-alvo, com enfoque na retextualização e nos indícios de autoria.  Fundamentam a proposta desenvolvida e a análise, principalmente, estudos de Geraldi (2011) sobre as concepções de linguagem; de Bunzen (2006), sobre produção textual; de Antunes (2003), sobre a concepção sociointerativa de linguagem e ao ensino de produção textual; de Bakhtin (2011), Marcuschi (2002) e Schneuwly (2004), acerca dos gêneros discursivos/textuais; de Le Goff (2013), Prado e Soligo (2007), sobre o conceito de memória; Altenfelder e Clara (s/d), referente ao estudo do gênero memórias literárias; Marcuschi (2007, 2010), Matencio (2002) e Dell’Isola (2007), no que se refere às discussões sobre retextualização; Possenti (2008) sobre os indícios de autoria Trata-se de uma pesquisa-ação, de abordagem qualitativa, cujo foco é a análise de retextualizações de entrevistas prévias que os participantes (alunos) da pesquisa realizaram com moradores de sua comunidade para a escrita de memórias.  A análise, ainda em processo, tem apontado, nas memórias produzidas, a apropriação do conteúdo relatado por meio das entrevistas, bem como uma adequação ao gênero-alvo no que diz respeito à estrutura composicional. Contudo, aspectos referentes ao estilo, aos indícios de autoria e à progressão discursiva merecem atenção na produção inicial, sendo melhorados na produção final. Considerando-se que este trabalho apresenta um viés, sobretudo, pedagógico, é importante destacar que, durante o projeto de intervenção, diferentes gêneros foram produzidos sob orientação: convite, entrevista, exposição oral, vídeos etc. Além disso, os participantes também vivenciaram vários eventos de letramento: aula de campo, premiação (Fase escolar da OLP), Feira de ciências e Mostra do conhecimento. Verificamos, assim, a relevância do projeto de intervenção para proporcionar aos alunos práticas sociais que ultrapassam os muros da escola e, dessa forma, promove uma educação para a vida.

9
  • MARIA DO SOCORRO MAURICIO DE QUEIROZ ÂNGELO
  • TEACHING OF LITERATURE, POETRY AND ECOLOGY: TRIAD IN THE ART OF HUMANIZING

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • ALEXANDRE BEZERRA ALVES
  • Data: Jul 31, 2018


  • Show Abstract
  •  

    In the perspective of contributing to the studies carried out on Literature and Teaching, using as an instrument the poetic text, specifically the poetry-nature of José Paulo Paes, our research sought to reflect on the necessity of Literature in the school context, as a way for the learning of new knowledges. Starting from the analysis of the literature teaching and its purpose in the classroom, its social relevance in the formation of the student's critical and citizen conscience, we choose the referenced poet, since he reveals an attitude towards the civilized world, regarding the technique and the rationality, and towards life, regarding the theme of nature. It shows that it is possible to collect, in the simplicity of daily life, fragments of beauty and enchantment. A poetic, whose speech reveals itself as an instrument of antagonism and social criticism, leading the readers to reflect on the usual practices and change of attitude regarding the care of the nature, the environment and the world. A theme of immeasurable value to modern societies and to humanity, because, paraphrasing Hamburger (2007), it is impossible to watch passively the technical advances that can cause the destruction of nature and of all civilization on this planet. According to Candido (2004), in his role as builder and restorer of the word that humanizes us and as a path to social equilibrium, it was verified that the poems of this author presented the humanizing function and worked as an instrument of language able to make the pupil reflect on the modern social life or the world of rationalization that it institutes, being able to react to this civilization. Considering the teaching of literature an important tool in the formation of a sensitive and intelligent subject, and reading and writing as means of intellectual and human ascension of the individual, our analysis sought to elucidate this and other issues by applying the poetic text in the classroom. The basic sequence of Cosson (2014), which suggests the steps: motivation, introduction, reading and interpretation, is adopted as methodology. This work took as anchor: Compagnon (2009), Candido (2004), Cosson (2014), Bosi (2013), Todorov (2009), Hamburger (2011). During the development of activities, nature was adopted as an analytical category and object of reflection with students of 8th grade A and B and of Elementary School II from the Municipal School Antônio Peixoto Mariano, located in the municipality of Nova Cruz, in the Agreste Region of Rio Grande do Norte. The literary literacy event was held in these classes. Specifically, we began with poems Paraíso e Raridade. The students participated in reading and writing activities, oral and/or written, going from diversified activities to the sharing of interpretations and senses built individually and collectively, to improve and expand their horizons of reading and writing. Thus, according to the data generated, we present the network of activities/competences developed which evidenced this as the possible path of contribution to re-signify the teaching. During the process of intervention with the students of the mentioned classes, we tried out other meanings for the presence of Literature in basic education, especially in Elementary School, minimizing the lack of knowledge about the literary field and making the expressive and the compositional experience of the production of poetic writing more powerful. As a result of this experience, the students produced their poetic writings in the form of an anthology.

     

10
  • MARIA GRAÇA MANOELA PESSOA DOS SANTOS
  • .

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • KAZUE SAITO MONTEIRO DE BARROS
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Jul 31, 2018


  • Show Abstract
  • The present study is based on the theoretical-methodological tools of the Discursive Traditions model (Coseriu 1955/56, Koch 1997, Koch / Oesterreicher 1990, Kabatek 2006, Raible, among others). In this theoretical perspective, all discourse, whether it is transmitted phonic or graphically, is located in a space of the continuum of orality and scripturality (Koch / Oesterreicher 1990), which concerns not the medium of the texts, but to its discursive conception, this is, to its linguistic configuration. On the one hand, this work seeks to develop a didactic sequence (Dolz and Schneuwly 2004; Lopes-Rossi 2006) for the acquisition of scripturality (see Koch / Oesterreicher 1990) in the 7th. Year of Primary Education of a public school in Santa Maria (RN), based on the preparation and application of a guide for reading and producing texts on the work The Little Prince of Antoine de Saint Exupéry, with activities of re-contextualization (see Marcuschi 2005), which promote the displacement of texts in the continuity of orality and scripturality. On the other hand, it is sought to verify the impact of this intervention by analyzing the displacement of the productions of the different corpus groups (Diagnosis, First Rewriting, Final Version) in such a continuum. The analysis focuses on the junction techniques, understood as the expression of semantic relations (Raible 1992; Kabatek 2006; Castilho da Costa 2015). In the intervention phase of the project, the activities of retextualization promoted the students' contact with linguistic and TD varieties of the literary sphere, culminating in the production of a supplementary chapter to the literary work on canvas. In the analysis phase, we verified the quantitative and qualitative distribution of the join resources in the narratives of the corpus, that is, in relation to its frequency and the type of semantic relation and degree of syntactic integration. program Tradisc. As a result, the analysis showed a displacement of students' productions towards scripturality, proving the impact of the intervention for the acquisition and learning of the linguistic resources and traditionalities of the specific literaryness of the literary sphere.

11
  • ANA KARINA SOUTO EVANGELISTA
  • METAMORPHOSES: improving reading and texto production through classical mythology

  • Advisor : ANDREY PEREIRA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • ANDREY PEREIRA DE OLIVEIRA
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • HENRIQUE EDUARDO DE SOUSA
  • MARÍLIA GONÇALVES BORGES SILVEIRA
  • Data: Aug 2, 2018


  • Show Abstract
  • The interpretative and interventional research revealed in this dissertation is a teaching-learning proposal of the Portuguese Language for the ninth year of elementary school, based on the articulation of the three language practices (text reading practice, text production practice and linguistic analysis practice). This proposal emerged after observing and reflecting on traditional Portuguese language teaching practices in the daily life of some schools and encountering familiar reading and writing difficulties of the students. Therefore, three questions arose from this scenario of education: 1) How to make language teaching and learning less fragmented? 2) How to turn students into readers and producers of proficient texts? 3) Can classical myths be used as literary and linguistic references to instigate students to read and produce text? Thus, with the intention of cooperating for changes in this scenario, our general objective is to improve the reading and the production of texts, fomenting the student's linguistic, encyclopedic and interactive knowledge from classic Ovid myths. We aim to achieve this goal by integrating eight myths of Ovid's Metamorphoses, the opinion article and the punctuation, into practices in the classroom. In this research, we have as subjects the ninth grade students, from class A, of the Escola Municipal Jornalista Rubens Manoel Lemos; the conception of adopted language is interactionist; the methodology for the execution of language practices is the Didactic sequence procedure, suggested by the researchers Dolz, Noverraz and Schneuwly (2004). Theoretically, this work is based on Joseph Campbell (1990), Antonio Candido (1995), Geraldi (2012), Ingedore Koch (2006), Rodrigues (2008), Os Parâmetros Curriculares Nacionais (2001) and other theorists of different language practices.

     

12
  • DIONE MARIA ADRIANO
  • O GÊNERO ARTIGO DE OPINIÃO NO ENSINO FUNDAMENTAL: PRODUÇÃO TEXTUAL E ATUAÇÃO CIDADÃ

  • Advisor : ANA VIRGINIA LIMA DA SILVA ROCHA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • MARIA DO SOCORRO OLIVEIRA
  • JOSÉ DA SILVA SIMÕES
  • Data: Aug 2, 2018


  • Show Abstract
  • Um dos desafios a serem assumidos pelos professores de Língua Portuguesa é o de formar alunos que não sejam apenas parte do mundo, mas que assumam posicionamento diante dele e, principalmente, ajam sobre ele. Em nossa experiência docente, temos verificado dificuldades dos alunos de diferentes níveis no que diz respeito à reflexão e ao pensamento crítico frente a temas controversos de nossa sociedade. Nesse contexto, julgamos pertinente desenvolver uma proposta que vise o desenvolvimento da competência argumentativa no ensino básico. O presente trabalho tem como objetivo contribuir para o desenvolvimento da competência argumentativa de alunos do 9º ano, a partir de reflexões e de posicionamentos críticos como cidadãos acerca de temas vivenciados em seu cotidiano. Para tanto, analisamos produções textuais escritas a partir de uma proposta do gênero artigo de opinião, no contexto de uma sequência didática desenvolvida em uma turma do 9º ano de uma escola estadual de Natal (RN). Para tanto, nos apoiaremos teoricamente na abordagem sociointerativa sobre as concepções de linguagem; de  Geraldi (2012); em discussões sobre produção de texto e ensino, de  Bunzen (2006), Antunes (2003); na abordagem textual de Koch (1983) e textual-discursiva de Adam (2008), sobre argumentação e sequências argumentativas; nos fundamentos sobre gêneros textuais/discursivos de Bakhtin (2011) , Marcuschi (2002)   e Schneuwly (2004); bem como em pressupostos sobre artigo de opinião  de Brakling (2000), Rocha (2015) e nos modelos de sequência didática desenvolvida por Dolz et al.(2004). Na aplicação da sequência, após a primeira produção, foram realizadas  atividades através dos módulos, com objetivo de desenvolver estratégias que  contribuíssem  para a  competência argumentativa dos alunos; após essa etapa, deu-se a reescrita, ou seja, a produção final. Ainda em processo, a análise tem demonstrado que houve ganhos quanto á organização e à fundamentação argumentativa no artigo de opinião, quando comparadas as produções iniciais e finais

13
  • CRISTINARA FERREIRA DOS SANTOS
  • XX

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • SULEMI FABIANO CAMPOS
  • Data: Aug 21, 2018


  • Show Abstract
  • XX

14
  • CAMILA FLÁVIA SOARES DE FIGUEIREDO MENDES
  • LITERARY READING IN THE 6TH YEAR: AN EXPERIENCE WITH THE ANTHOLOGY POEMS I CHOSE FOR CHILDREN, BY RUTH ROCHA.

  • Advisor : FRANCISCO FABIO VIEIRA MARCOLINO
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • FRANCISCO FABIO VIEIRA MARCOLINO
  • JOAO BATISTA DE MORAIS NETO
  • Data: Aug 22, 2018


  • Show Abstract
  • This work, of an interventional nature, starts from the reflections and studies about the role of literature in the formation of subjectsand the importance of their presence in the classroom, as well as the fact that, in general, the school only explores laterally the possibilities of the literary text and its humanizing character, especially the poetic text.Studies and classroom practices also point to the need to seek new ways of working with poetry, which can attract the attention and interest of the young reader, favoring the projection of their subjectivity in reading and the construction of meanings.Understanding literary literacy as a process that does not necessarily begin or end in school, but for which it is of fundamental importance, we developed this work in a 6th grade class of a state public school located in Natal/RN. In order to contribute to the students' literary literacy process, we constructed our basic literacy sequence based on Cosson (2007), adapting it to the poem genre. We privilege oralization as an important aid in the construction of the meanings of the poetic text and as a means of making the reading experience attractive and meaningful (PINHEIRO, 2015) by corporeality, in what is configured as performance (ZUMTHOR, 2007).We undertake this process from the book Poems I chose for children: anthology organized by Ruth Rocha (2013), which presents chapters grouped by themes, with a great diversity of authors from different eras.In addition to those already cited, the theoretical contribution was based mainly on Candido (1995, 1996, 2002), Zilberman (2008, 2012), Pinheiro (2002, 2006) Iser (1979), Todorov (2010), Paulino and Cosson . We believe that the practice of literacy carried out presented important contributions for the development of language skills and sensory perception of the students.

15
  • MARIA ESTELA LIMA DA COSTA AMURIM
  • Relative pronoun: sentence combining and writting

  • Advisor : EDVALDO BALDUINO BISPO
  • COMMITTEE MEMBERS :
  • EDVALDO BALDUINO BISPO
  • MARIA DA PENHA CASADO ALVES
  • SHEYLA PATRICIA TRINDADE DA SILVA
  • Data: Aug 27, 2018


  • Show Abstract
  • We present here a proposal of work with the relative pronoun in a class of 9th year/level of elementary education, based on the functional perspective of language teaching. The objective is to improve the use of the relative pronoun in a situation of monitored writing of students in this stage of schooling. It is an interventive research of a qualitative nature, therefore, focusing on the interference of the researcher in the investigated reality. For this, a didactic sequence will be developed, composed by several activities, in which the relative pronouns, their uses and their role in the articulation of textual portions will be studied. We are anchored theoretically and methodologically in the Functional Linguistics (FURTADO DA CUNHA, OLIVEIRA, MARTELOTTA, 2015), particularly in the correlation of this approach with the Portuguese language teaching, based on Oliveira and Cezario (2007), Furtado da Cunha, Bispo and Silva (2014), Oliveira and Wilson (2015), on national curricular parameters (BRASIL, 1998). As a result, we find that students, a) in their writing productions and applied activities for the intuitive usage of the relative pronoun, used the pronoun what predominantly, a fact we related to the markedness principle and to the universalization of that pronoun; b) they used the relative pronouns preceded by preposition correctly, although in minimal frequency; c) understood non-canonical genitive relative clauses as possible variants in the language and susceptible of application in their texts, although considering the canonical form as the most correct; d) after revisions of the activities and the written texts, they showed some progress regarding the most monitored use of the relative pronoun, for its usage was more carefully applied in the final written production; e) they were enough able to improve the writing of the opinion article in the last version, regarding the structural and linguistic aspects, from the revision and rewriting carried out. We thus found that the applied didactic sequence gave the students a new vision about language uses and about the need of adjusting them to different communicative events. In that context, we refer to the understanding and the use of the relative pronouns as cohesive elements in the monitored writing productions, such as the opinion article.

16
  • ANDRÉA SILVA ANDRADE DE ARAÚJO
  • AQUISIÇÃO, DESENVOLVIMENTO E APROPRIAÇÃO DA ESCRITA POR ALUNOS DO ENSINO FUNDAMENTAL I (5º ANO): CAMINHOS E DESCAMINHOS

     

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • MARIA DO SOCORRO OLIVEIRA
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • MARLUCIA BARROS LOPES CABRAL
  • Data: Nov 29, 2018


  • Show Abstract
  • Muitos são os desafios de uma criança até conseguir aprender o código da escrita. Esse é um aprendizado lento e para alguns, o processo de aprendizagem se estende mais que o esperado. Essa foi a realidade encontrada em uma turma de ensino fundamental I de uma escola pública do município de São Gonçalo do Amarante: alunos na faixa etária compreendida entre 11 e 15 anos e que foram sendo promovidos pela escola até chegar ao 5º ano sem conseguir executar atividades de escrita de qualquer natureza e, por isso, muito resistentes às propostas que lhes foram inicialmente apresentadas.  Nesse contexto, elegemos como objetivo geral desta pesquisa, promover  a ressignificação do ensino de escrita através de uma proposta de trabalho com foco nas práticas de natureza identitária. O dispositivo didático utilizado foi o  projeto de letramento entendido como uma alternativa didática para o trabalho com leitura e escrita. Para alcançarmos tal objetivo geral, trabalhamos com vistas aos seguintes objetivos específicos: i) identificar as necessidades de aprendizagem da língua escrita evidenciadas nos “erros” de escrita dos alunos; ii) explicitar os caminhos e descaminhos enfrentados por nós e pelos nossos alunos até alcançarmos a escolha mais adequada das práticas sociais envolvidas na pesquisa  iii)  observar a contribuição do projeto de letramento para a ressignificação do ensino da leitura e escrita em LP.  Juntamente com eles, estabelecemos como atividades de escrita identitárias a produção de sua autobiografia, a qual foi escrita passo a passo, através de áudios, entrevistas, autorretratos, histórias lidas sobre seus ídolos para inspiração pessoal, linha do tempo, aproveitando todas as possibilidades que um projeto de letramento sempre dispõe. Esta pesquisa se ampara, teoricamente, nos estudos de letramento (BAYNHAM, 1995; KLEIMAN, 1995; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014),  de aquisição da língua escrita (CAGLIARI, 1991; FAYOL, 2014; KOCH, 1995; LEMLE, 1987; MASSINI-CAGLIARI,1997) e na linguística textual (MARCUSCHI, 2008; KOCH, 2011). Metodologicamente, este estudo se insere na área da Linguística Aplicada (MOITA LOPES, 2006). Trata-se de uma pesquisa qualitativa por meio de uma abordagem denominada de pesquisa-ação (THIOLLENT, 1986). Nossa compreensão, a partir das análises realizadas é que apesar de alguns “descaminhos” aos quais estamos sujeitos em qualquer prática, existem caminhos e esses, só são possíveis quando nos dispomos a agir de forma colaborativa, nos tornando, professores e alunos, efetivos agentes de letramento (KLEIMAN, 2006; OLIVEIRA, 2010).

17
  • MAYSA RODRIGUES ARRUDA
  • O debate na Educação de Jovens e Adultos: dando voz na escola para a vida

  • Advisor : ANA VIRGINIA LIMA DA SILVA ROCHA
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • WILLIANY MIRANDA DA SILVA
  • Data: Dec 11, 2018


  • Show Abstract
  • This work was motivated by the students' development of argumentative competence and orality in the classroom in situations of formal language use. For this purpose, a didactic sequence (DOLZ et al, 2013) was used with the debate genre in a 4th grade class of Young and Adult Education, equivalent to the 8th and 9th grades. The option for the debate was due to the fact that it is an argumentative oral genre, which addresses, thus, the two axes with which it was intended to work: argumentation and orality. In order to contemplate them, this research-action started from a first contact of the students with specimens of the genre and with other texts of diverse genres and themes related to what would be debated. So it was possible to reach the initial production, from which the didactic modules were organized, in order to solve the discursive, textual and linguistic problems. This work is placed, considering its basic foundations, in the line of Sociodiscursive Interactionism/ISD (BRONCKART, 2012) and also presents theoretical bases on argumentation (PERELMAN; OLBRECHTS-TYTECA, 2017), on textual genres, didactic sequence and debate of the called "Group of Geneva" (DOLZ et al, 2013); and specifically on debate (KERBRAT-ORECCHIONI, 1990; RIBEIRO, 2009; PEREIRA e SILVA, 2013). The focus of the analysis was the relationship between the representations that the debaters had of the production conditions and the arguments used in the first and the second production. Its relevance is present in the possibility of developing the argumentative competence, so required for the exercise of citizenship, and working the formal speech.

2017
Dissertations
1
  • RIMYLLES FABRÍCIO ALVES DA SILVA
  • THE OBLIQUE RELATIVE CLAUSES IN ELEMENTARY SCHOOL: a proposal for pedagogical intervention

  • Advisor : MARCO ANTONIO ROCHA MARTINS
  • COMMITTEE MEMBERS :
  • MARCO ANTONIO ROCHA MARTINS
  • EDVALDO BALDUINO BISPO
  • IZETE LEHMKUHL COELHO
  • Data: Feb 16, 2017


  • Show Abstract
  • Concerned with the situation of Portuguese language teaching, and more specifically with the teaching of grammar, and following the theoretical assumptions and methodology systematized in recent studies on the subject (COELHO; GÖRSK, 2009, VIEIRA, 2007; 2016; MARTINS, 2013) , we proposed and applied in this work a pedagogical intervention for the work with the relative oblique clauses in Elementary School, in a class of the 9th grade of the Escola Municipal Desembargador Silvino Bezerra Neto, located in the city of Parnamirim / RN. Our working hypothesis was that the students of the last year of Elementary School use only the deletion pattern  and (copiadora) - non-standard relative clauses - with the pronoun reminder, with almost categorical use of the relative "que", cutting off the preposition required by the verb as it prescribes the norm pattern. Moreover, what these students do not effectively master (and do not even learn in school) are the different strategies of relativization as a whole, as epilingual knowledge, and its function as a strategy of textual cohesion; Just as they do not learn the use of the relative oblique pattern with the preposition. In view of a preliminary framework confirming our hypothesis, we applied a didactic sequence based on epilingual activities, in which students were encouraged to create concepts and use different strategies of relativization, use of relative pronouns and adjective sentences, with the concepts brought by textbooks. They were also led to produce different strategies of relativization and structurally differentiate these strategies. Finally, students produced new written texts in which they used the oblique relative pronouns and the relative clauses appropriately, following the norm already dominated by them and the standard norm of the Portuguese language, thus becoming aware of the functionality of these elements in the construction of cohesion and coherence and of the different norms associated to the uses of oblique relative clauses in Brazilian Portuguese. Finally, the application of the didactic sequence directed to the strategies of relativization and the different uses of the oblique relative resulted in an awareness among the students of the plurality of standards in spoken and written texts in different situations of communication.

2
  • FERNANDA RAFAELA LOPES DE MEDEIROS
  • (RE)PENSANDO O ENSINO DE GRAMÁTICA EM TRÊS EIXOS: O USO DO SUJEITO ANAFÓRICO NA CONSTRUÇÃO DA REFERENCIAÇÃO

  • Advisor : MARCO ANTONIO ROCHA MARTINS
  • COMMITTEE MEMBERS :
  • MARCO ANTONIO ROCHA MARTINS
  • JOSE ROMERITO SILVA
  • LUCILENE LISBOA DE LIZ
  • Data: Feb 17, 2017


  • Show Abstract
  • Analyzing productions of Elementary School’s students, we observed, among other problems, the difficulties of students to understand the subject grammatical category as well as its usefulness in the construction of referential cohesion - specifically, the anaphoric subject. Considering this finding, we propose and apply in this work a Didactic Sequence (SD) on the use of the anaphoric subject in a group of the 9th grade of the Elementary School of the Escola Estadual Fabrício Maranhão, belonging to the public teaching system, located in Canguaretama / RN. As a theoretical basis, we base ourselves on theoretical assumptions and methodology systematized in recent studies on grammar teaching (COELHO, GÖRSK, 2009, VIEIRA, 2007, 2016, MARTINS, 2013, MARTINS, VIEIRA and TAVARES, 2014). We applied an SD that, first, proposed to the students to recount, with their words, the short story Natal na barca by Lygia Fagundes Telles. This first production served us to make a survey of the uses of the anaphoric subject made by them. We have found that, in many cases, ambiguous anaphoric subjects with no recoverable referent are used on the textual surface, or even with attribution of actions to the wrong referent, creating situations that do not exist in the original text. Following that, we use the students' own productions to work with them the uses of the anaphoric subject, which subsidized information necessary to reflect on the object of study in question, and, based on the linguistic literature, we reflect scientifically on the language. In the last classroom intervention, the students were instructed to produce a final text. With these latter productions, we could perceive an attention that did not previously exist in relation to the uses of the anaphoric subject, and some students, who initially produced texts that were practically incomprehensible, demonstrated a more diversified use of this grammatical category, constructing reference chains in a more efficient way.

3
  • LIANA MARIA LEMOS DE OLIVEIRA
  • Argumentation through literacy project

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • ISABEL CRISTINA MICHELAN DE AZEVEDO
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • Data: Mar 17, 2017


  • Show Abstract
  • Em produção.

4
  • MARIA JARLENE DE LIMA
  • The metalanguage in the poetic tessitura and the encounter of the poet with the reader: a proposal for the reading of poems in the fundamental II

  • Advisor : HUMBERTO HERMENEGILDO DE ARAUJO
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • Data: Mar 22, 2017


  • Show Abstract
  • This work of intervention aimed to understand and establish reflection about metalanguage and the confluences of ideas and meanings established between the reader and poet during the reading of the poem. For that, the theoretical-methodological contributions of Bernard Schneuwly, Michele Noverraz and Joaquim Dolz (2004), in the humanizing view of Todorov´s literature (2009), in the dialogic understanding of language presented by Bakhtin (2003), in the reception theory developed by Hans Robert Jauss (1994), and as in the apprehension of the reading concept established by Elias and Kock (2013). It was promoted through a didactic sequence that worked the reading and the comprehension of metapoems of Carlos Drummond de Andrade, Cecilia Meireles, Olavo Bilac, Fernando Pessoa, Joao Cabral de Melo Neto, Manoel de Barros, Mario Quintana and Joao Andrade. The project culminated with a proposal for teachers and reading promoters and had as data for the analysis the production of a bookclip prepared by the students. At the end of the process it was possible to arrive at the understanding of metalanguage as an artistic resource capable of unrevaling the poetic work, through a poetically constructed symbiosis based on the poet´s reflection on his work, an aspect that should be considered as facilitating access to literary language for readers in formation in Elementary School Two.

5
  • GILVANIA RODRIGUES MACHADO
  • THE CHILDREN IN THE WIRES OF POETRY: AN APPROACH TO THE LITERARY TEXT IN FUNDAMENTAL EDUCATION II

  • Advisor : HUMBERTO HERMENEGILDO DE ARAUJO
  • COMMITTEE MEMBERS :
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • JOSE LUIZ FERREIRA
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Mar 27, 2017


  • Show Abstract
  • In this research we reflect on the approach of the literary text in the classroom, especially the poetry that has been marked by several misunderstandings and anchored in the scripted readings of the textbooks, has silenced the senses of the text, not promoting an effective encounter of the reader with the literary work. Aiming at a resignifcation of this practice, our intervention project applied in the Eighth Grade of Elementary School Two, at the Maria Fernandes Saraiva Municipal School, located in the municipality from Parnamirim, RN State, established a dialogue between poems of Zila Mamede, Carlos Drummond de Andrade and Manuel Bandeira, having as a conductor the representation of childhood. The motivating element for the study of poems was a set of letters from Drummond to Zila Mamede; and from Camara Cascudo to Mario de Andrade. These literary correspondences are directly and indirectly related to the theme of the poems. The final product was the creation of a poetic anthology with carton cover, as a suggestion of didactic material, since it contributes to the teacher´ s autonomy in selecting the literary texts to work with his students. In order to base the reflection on the teaching literature and poetry. The theoretical-methodological contribution relied primarily on the studies of Rildo Cosson (2007), Helder Pinheiro (2002;2009; 2014), Edgar Morin (2005), Antoine Champagnon (2009), Todorov (2009), Antonio Candido (1995), Araujo (2014), Cereja (2005), Nóbrega (2012). The analysis of the poems was based mainly on the studies of Gaston Bachelard (1996), Sigmund Freud (2014), Ruben Alves (2004), Andre Pinheiro (2012), Câmara Cascudo (2003) and Alexandre Alves (2013). The experience with poems and letters in the classroom, based on a dialogic approach, contributed to successful results, enabling students to try an aesthetical experience through the encounter between text and reader.

6
  • MANUELLA QUEIROZ DA SILVA
  • Funk and the dialogical reading of subjects in the Bakhtinian perspective of language

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • LUCIANE DE PAULA
  • MARIA DA PENHA CASADO ALVES
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: Mar 29, 2017


  • Show Abstract
  • In the search of the underlying message of the social subject represented on funk music lyriccs and their use as an analytical instrument whthin the academic environment, we have performed this study whith students of the 9th Grade of  Primary Education. The study takes into consideration the theoretical contribution of Mikhail Bakhtin (2011), and discussions that ensued within the Bakhtin Circle. Starting from a class reading of funk music lyrics, the participants extensivey discussed the social subject found in this discursive genre through different teaching prototype activities. Considering that the discursive dialogue is also present in the act of reading, our goal is to understanding the core message embedded within the literomusical funk genre, in na attempt to identify the existing voices, as well as to understand where those voices come from, which values they represent and whether they communicate and relate to the voices os the study participants. Our work is also inspired by the studies conducted by Roxane Rojo (2015) through teaching prototypes recommended by her, and by studies concerning reading in the classroom by Geraldi (1997). As a result, we have established through this study a teaching prototype usin the funk music genre as background. The students have written essays about the discursive genre funk in which they have actively positioned themselves about topics presente in the lyrics analyzed in classroom. This study seeks to contribute to the formative processo of minimally proficient readers, those capable of using language in any communicative format and, ultimately, to transform these readers in critical, responsive, and conscious citizens.

7
  • LUCIANA DE FRANÇA LOPES
  • ROSANA, WHERE ARE MY ROSES? From the oral tradition to the writing of short stories of Muriú Beach.

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • TANIA MARIA AIRES DA COSTA
  • Data: Mar 29, 2017


  • Show Abstract
  • Em elaboração.

8
  • MARIA JOSÉ DA SILVA
  • In search of the treasures of Ceará-Mirim: (re) writing stories, valuing cultures.

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • MARIA DO SOCORRO OLIVEIRA
  • MARIA AUGUSTA GONÇALVES DE MACEDO REINALDO
  • Data: Mar 30, 2017


  • Show Abstract
  • Em produção.

9
  • HENRIQUE EDUARDO DE OLIVEIRA
  • THE LITERARY TEXT AS SUBSIDY FOR THE APPROACH OF THE AFRO-BRAZILIAN THEMATIC IN THE CLASSROOM: AN INTERVENTION PROPOSAL IN THE 9TH YEAR OF THE JUNIOR HIGH SCHOLL.

  • Advisor : EDNA MARIA RANGEL DE SA
  • COMMITTEE MEMBERS :
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DERIVALDO DOS SANTOS
  • EDNA MARIA RANGEL DE SA
  • Data: Apr 14, 2017


  • Show Abstract
  •  

     

    Abstract: The present study has like objective to show an research / intervention proposal with emphasis on the reading of the literary text in the 9th year of the Junior High School of Almirante Tamadare State School. The proposal does intend to resignify the class of the native language, focusing actions who improve the fruition of the texts at the classroom, as well as, systematized activities offering a reflection about achieved readings. The aspects that guided the analyses and actions during the workshop link the manifestations that refer to afro-brazilian culture and history and how this debate can contribute to the eradication of racial prejudice in the country based on Law 10.639/2003. In this way, we propose the mentioned intervention that had as main resource the story. O Embodeiro of the Mozambican writer Mia Couto. Aiming at establishing a connection with theories and understanding the outstanding phenomena, the proposal is based on authors dedicated to the subject of literature and education, but also on theorists linked to studies on racism and inclusion in education. Being thus, we emphasize; Candido 1995, Cereja 2005, Cosson 2014, Damiani 2012, Duarte 2012, Formazierei 2009, Gomes 2003, Hall 2006, Helena 2013, Leffa 1999, Munanga 2003, Oliveira 2003, Todorov 2009, Perrone-Moises 2006, Rolon 2011, Rodrigues 2012, Rouxel 2013, Santos 2016, Santos 2005.   

     

10
  • ALINE LESSA RAMOS LIMA MOURA
  • Short Stories by students of the oth grade between orality and literacy: discourse traditions, reading and text production

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • GILTON SAMPAIO DE SOUSA
  • Data: Jun 7, 2017


  • Show Abstract
  • This study analized, in na intervening way, the presence of communicative parameters in chronicles produced by students of 8th grade of Middle School at State School Paulo Pinheiro de Viveiros, in the continuum of orality and literacy. Through a Couserian approach, it was applied a didact sequence based on Dolz and Schinewly (2004), aiming to approximate the texts to the literacy and inserting the production of the students in a context of real communication situations, involving school, family, community and general readership. The produced chronicles deal with the care that the human being must have with animals. The research intends to situate the texts of the students in the continuum of orality and literacy, following the communicative parameters proposed by Koch and Osterreicher (2007). Through the insights proposed by The Discoursive Tradition according to Koch e Oesterreicher (apud Castilho da Costa and Simões, 2015), Kabatek (2012), Longhin (2014), Castilho da Costa (2015), were analized the Discursive Tradition of the content, the style, the compositional structure, and the intertextual and interdiscursive traditions contained in the chronicles produced by the students, from the communicative parameters proposed. The textual genre “Chronicle” was explored under the insight of Cândido (1992), Arrigucci Jr. ( 1987) e Sá (!987). The analyses of the compositional structure of the studied genre was based on the descriptive and narrative sequence by Adan (2008). 

11
  • MARIA SUERBENE PAULINO PEREIRA
  • UMA PROPOSTA DE LEITURA E INTERPRETAÇÃO PARA 4º CICLO DA EJA

     SOBRE  A IMAGEM  DA MULHER EM FITA-VERDE NO CABELO, NOVA VELHA ESTÓRIA, E HERBARIUM 

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • MARIA SUELY DA COSTA
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • Data: Jul 18, 2017


  • Show Abstract
  • This work is about a pedagogical intervention  for 9

    th

     graders students of  EJA (Young and adults course) whose intention is to analyze, ineterpret and investigate, from the perspective of Comparative Literature, dialogic procedures between the tales Fita Verde no Cabelo, nova velha estória, e Herbarium, from Guimarães Rosa and Lygia Fagundes Telles, respectively, emphasizing the construction of the image of the female subject in the tales in question. In this study, we also try to understand the language of the stories, its most relevant aspects, often shaped by the symbolic representation, recurrent feature in the stories of these writers. The choice of these two works and authors was due to the need to introduce texts that bring significant contributions to the construction of the human being as a person and citizen, leading the student to realize that literature goes far beyond entertainment. Its content expresses our anxieties, feelings and longings, opinions and contradictions revealed through the many voices present in the text.  In relation to literary literacy and the proposal of application in the classroom, as well as the reflections on the role of literature in the learner's and citizen's formation of the student and the dialogical relations present in the two stories, we take as theoretical foundation the thoughts of  Rildo Cosson , Candido, Cereja, Bakhtin, Coelho and many others.
12
  • ERICK PRISCILA DA COSTA SIQUEIRA HONORATO
  • xx

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • CELIA MARIA MEDEIROS BARBOSA DA SILVA
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • Data: Dec 20, 2017


  • Show Abstract
  • The present work aims to systematize an intervention proposal for elementary education II with a focus on reading cartoons. This proposal was elaborated from the guidelines of the NCPs that have oriented the development of reading skills of multiple texts modeled in different languages. In this sense, the discursive genre selected was the charge because it is a multimodal text that requires a situated reader. We aim with this proposal to develop activities that favor reflection on the production situation, the sense produced by verbal and nonverbal elements, dialogic relations, style and controversy (the clash of voices). In this way, it is intended to make the student (re) think his place in the world and perceive himself / herself capable of interacting with the other (s) in a more active way, that develops and executes reading strategies that go beyond the mere decoding of data and "grammatical" analysis. The group selected for the intervention are the students of the 9th grade A of the Alceu Amoroso Lima State School, municipality of Natal / RN. We take as theoretical contribution, the dialogical conception of the language of the Circle of Bakhtin (2003); The Bakhtinian conception of discursive genre (2003); The reflections, concept and use of the charge by Dellanos Rios (2008); The application of didactic sequence postulated by Schneuwly, Noverraz and Dolz (2004).

2016
Dissertations
1
  • BRUNA JANINE CABALLERO BEZERRA DE MELO
  • .

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • VALDENIDES CABRAL DE ARAÚJO DIAS
  • FRANCISCO AFRANIO CAMARA PEREIRA
  • Data: Feb 24, 2016


  • Show Abstract
  • .

2
  • GIRLENE DOS ANJOS COSTA XAVIER DE CARVALHO
  • DIALOGICAL PROCESSES: A COMPARATIVE STUDY BETWEEN YELLOW HATTER, GREEN RIBBON ON HAIR AND CHAPLET RED AND A WRITING PROPOSAL
  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • EDNA MARIA RANGEL DE SA
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Mar 21, 2016


  • Show Abstract
  • This paper aims to draw up a Didactic Sequence that will be applied to the class of the 7th year, as well as
    analysis of the teaching-learning process started from such application, and as a final product has the
    production of short stories by students. The work will be divided into two complementary parts: one
    devoted to theoretical reflection on the role of literature and about literature and teaching, and another
    focused on the application of the literary text in class. Therefore, we will adopt a dialogical perspective in
    order to establish a comparative study of the narrative poem Riding Hood Yellow, Chico Buarque de
    Holanda, and the tales Green Ribbon in Hair, João Guimarães Rosa, and Little Red Riding Hood, the
    Brothers Grimm. This study builds on the theoretical thinking of Compagnon (2009), this book in
    Literature for what (2010); Todorov, in The danger in literature, also serving in the dialogical perspective
    of language, according to Bakhtin (1981,1986,1990 and 2000) and Brait (2013). We seek to reflect on the
    role of literature in the player's training and analyze the dialogic processes involving the comparative
    study of the works in question. Therefore, we aim to show the different voices present in the analyzed
    texts, considering that both Guimarães Rosa as Chico Buarque dialogue with the constituted tradition -
    the Little Red Riding Hood, where all text is made up of other existing texts from the reading of the
    works object of our study. For the purposes of literary texts in the classroom, the dialogic approach will
    be adopted, according to the didactic sequence model proposed by Cherry (2005), present in their
    literature teaching, and Cosson (2010), in literary literacy: a proposal for the classroom.

3
  • LADMIRES LUIZ GOMES DE CARVALHO
  • XX

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • MARIA DA PENHA CASADO ALVES
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Nov 28, 2016


  • Show Abstract
  • Given the need for the Portuguese language teacher constantly mediating the promotion of reading and writing in the classroom, considering the language in their pluridiscursivos aspects, the work of the teacher must be linked to teaching practices that resignify do pedagogical . From this perspective, this research seeks to (re) learn the writing process authorship of 9th graders of elementary school of the State School Professor José Fernandes Machado of Natal / RN. Therefore, we set up as an object of research / intervention the line, discursive genre that is not part of the canonical list adopted by schools. In this context, the present work had as main objective the task of systematizing the gender discourse string as an aid in writing authoring process for 9th graders, taking advantage of a Didactic Sequence that guided all written production. In this sense, part of a real communicative situation: a string of literature contest for which the students were asked to produce copyright texts. In addition, the publication of twine produced in booklet format to be shared with readers of the school community in which the research subjects are situated. This research is based on the theory of Bakhtin (2011, 2015) and Circle, considering the dialogism of language in concrete activity of use. To give work account with the Didactic Sequence, seek anchorage in Schneuwly, Noverraz and Dolz (2004) and Lopes-Rossi (2011). But the discursive string genre study was based on authors such as Batista (1977), Maxado (2012) and Santos (2006); and writing-related studies are subsidies Garcez (2010) and Geraldi (2013), among others. The aspect of the research is qualitative / descriptive / explanatory nature, centered on Dialogic Discourse Analysis (DDA) and sought to answer three discursive categories: composition, authorship and style, taking into account the dialogical relations of these statements.

     

4
  • MÁRCIA FERNANDA SILVA FIGUERÊDO
  • XXXXXXX

  • Advisor : MARIA DAS GRACAS SOARES RODRIGUES
  • COMMITTEE MEMBERS :
  • JOSILETE ALVES MOREIRA DE AZEVEDO
  • LIDIANE DE MORAIS DIÓGENES BEZERRA
  • MARIA DAS GRACAS SOARES RODRIGUES
  • ROSANGELA ALVES DOS SANTOS BERNARDINO
  • Data: Nov 30, 2016


  • Show Abstract
  • XXXXXXXXXXXXXXXXX

5
  • JAKLINI MEDEIROS COSTA
  • THE ARGUMENTATIVE WRITING: A TEACHING PROPOSAL FOR THE FUNDAMENTAL YEARS OF FUNDAMENTAL EDUCATION

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • SULEMI FABIANO CAMPOS
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • MARINALVA VIEIRA BARBOSA
  • Data: Nov 30, 2016


  • Show Abstract
  • Based on a diagnose made in a team from 8th level of Basic Education from Escola Estadual Carlos Gomes, in the Montanhas/RN city, and analyses of a Portuguese Didactic Book used by this class, this study points to the necessity of working with argumentative writing production. The main aim of this research is to develop students argumentative competence through the writing production. As methodological procedures, it adopts didactic sequence proposed by Dolz,Noverraz eSchneuwly (2004) and Lopes-Rossi (2011), with some adaptations.The corpus of this study consists in 15 texts, among a group of 71 texts produced by the students. To the analyses, it selects three texts from each version produced, named diagnostic production (PD), first rewritten production (1st PR), second rewritten production (2nd PR) and final production – opinion article (PF). It analyses in each step of the writings advances and difficulties in the textual productions aiming to contribute to the students improvement. It has as theoretical bases Geraldi (2003, 2005, 2015) related to the Portuguese teaching;  Perelman and Tyteca (2005) and Reboul (2004) about argumentation theory; Abreu (2007), Koch (2011),Cervoni (1989), Bronckart (2009), Neves (2013), Castilho and Castilho (2002), Nascimento (2010), among others, related to the argumentative strategies. The results of those productions point that the students contact with diverse texts, knowledge about some argumentative strategies and, mainly, Ruiz (2010) intervention work can promote significant improvement in the students writings supporting the production of opinion article. 

6
  • GEOVÁ BEZERRA GUIMARÃES
  • OF THE REPRODUCTION THE TEXTUAL PRODUCTION: THE PRACTICE OF THE WRITING IN THE CLASSROOM

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • MARIANA APARECIDA DE OLIVEIRA RIBEIRO
  • SULEMI FABIANO CAMPOS
  • THOMAS MASSAO FAIRCHILD
  • Data: Dec 2, 2016


  • Show Abstract
  • From the analysis of texts written by ninth grade students in the Brazilian basic cycle at the Escola Municipal Professora Nazare de Andrade Duarte, a municipality public school in Goianinha city, Rio Grande do Norte state (northeast Brazil), the trend of speech reproduction based on the contemporary ritual of “copy and paste” has been noted. Therefore, the authors of this paper devised the need to teach students to use the linguistics of discourse analysis (according to Brazilian grammar rules), specifically: direct speech, indirect speech, mixed quotations and what in Brazilian grammar is referred to as modalization of secondary speech (the act of employing direct speech without use of quotation marks, by adding “according to” and other such introductory resources before undertaking a verbatim approach to original speech reproduction). Both the “starting point” and “finish line” of this study are the journalistic discourse. The answers to the following questions are the main aim of this paper: in which ways do the students, when managing reported speech, mobilize other syntactic forms of discourse analysis when writing journalistic text? Which reflexive activities pertaining to language can contribute to the development of student’s writing capabilities? Our objective, here, is developing the writing abilities of students by intervening in their day to day studies and having them reflect on what was said by other sources. As specific objectives, we have listed: a) mapping the most recurring linguistic forms that point out how students relate to third party speeches, b) analyzing the effects such syntactic forms have over the student’s writing and its overall sense, c) offering learning activities where the third party speech can surpass the “copy/ paste” ritual, especially in written form, d) compile the data generated with a special emphasis to “how” these activities impacted the writers and their writing. Our hypothesis is that the discourse analysis, especially when pertaining to third party speech, is both teachable and learnable. Our methodology encompasses the study of language creating activities, as proposed by Franchi (1987) and, therefore, we have organized learning activities where the process of writing is also a process of reflection. The overall construction of the corpus occurs in three distinctive situations of written production, to follow: Over the first stage, the linguistic activity, all writing problems are identified. The objective of this stage is describing and analyzing the presence or absence of quotations. From this initial moment diagnosis activities can be developed and employed to exercise this “linguistic knowledge” (reflective activities). After this more purposeful phase, we can check if the student already recognizes and employs the reported speech structures (metalinguistic activities). As a base theory we’ll consider the dialogic nature of language postulated by Bakhtin (2014), under which perspective reading, writing and linguistic analysis are interactive activities between subjects producing meaning (GERALDI, 2009, 2010, 2013) and we’ll consider, as well, enunciation, from the concept of enunciative heterogeneity especially as it regards to linguistic structures materialized in the discourse as divulged by Authier-Revuz (1990, 2004) and Maingueneau (2001). Results show that teaching the syntax of the reported speech and discourse analysis can be constituted as a successful practice of teaching-learning of writing in basic education.

7
  • ANA DÉBORA CUNHA DE SOUZA
  • Multimodal discursive genres: reading and constructing meanings.

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • CELIA MARIA MEDEIROS BARBOSA DA SILVA
  • Data: Dec 12, 2016


  • Show Abstract
  • xxx 
8
  • MARGARETH PEREIRA DIAS
  • xx

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • ARACELI SOBREIRA BENEVIDES
  • DERIVALDO DOS SANTOS
  • HENRIQUE EDUARDO DE SOUSA
  • MARIA DA PENHA CASADO ALVES
  • Data: Dec 22, 2016


  • Show Abstract
  • xx

2015
Dissertations
1
  • ISABEL TEREZA DE ARAUJO GALVÃO
  • ENTRE CARTAS E CONTOS NA SALA DE AULA: DIÁLOGOS E AFETOS EM TEXTOS DE MÁRIO DE ANDRADE E CÂMARA CASCUDO

  • Advisor : HUMBERTO HERMENEGILDO DE ARAUJO
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • JOSE LUIZ FERREIRA
  • Data: Aug 7, 2015


  • Show Abstract
  • Produção de material didático específico para uma turma de nível IV - 8º e 9º anos da Educação de Jovens e Adultos, tomando como ponto de partida a leitura de uma série de cartas da correspondência entre Câmara Cascudo e Mário de Andrade nos anos 20 do Século XX, e da verificação do modo como o diálogo entre os dois autores revela elementos que transparecem no conto “Piá não sofre? Sofre”, do livro Os contos de Belazarte, de Mário de Andrade. A produção do material didático foi precedida da análise do conto selecionado, o qual será trabalhado concomitantemente com algumas cartas, em uma análise dos elementos textuais, discursivos e semânticos presentes em representações desses dois gêneros: carta e conto. O conto selecionado foi escrito entre 1923 a 1926, datas próximas à passagem do seu autor pelo Rio Grande do Norte, nos anos de 1927 a 1929, na companhia de Câmara Cascudo, sendo este também o período em que há registros de cartas no conjunto da correspondência entre ambos. Para a leitura do material selecionado, foram utilizados referenciais teóricos da teoria da literatura e historiografia literária, sobretudo da história do movimento modernista brasileiro. Para a produção do material didático, foram eleitos como referencial teórico os conhecimentos acumulados na área de ensino da literatura, letramento e as recomendações dos Parâmetros Curriculares Nacionais. A metodologia do trabalho foi construída a partir dos referenciais teóricos e teve como suporte básico o estudo de sequências didáticas a partir das quais tomou forma uma unidade temática específica, requerida pelo material analisado e testado em sala de aula.

2
  • ATERCIANA FONSECA DE VASCONCELOS BARROS
  • A REESCRITA DE TEXTOS: uma alternativa qualitativa para ressignificar a produção textual no Ensino Fundamental

     

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • MARCIA CANDEIA RODRIGUES
  • MARIA DO SOCORRO OLIVEIRA
  • Data: Aug 10, 2015


  • Show Abstract
  • Nas últimas décadas, em muitos países, inclusive no Brasil, vem se intensificando as discussões em torno da necessidade de melhorar a qualidade de ensino no país. O ponto central dessas discussões centra-se, principalmente, na implementação de práticas pedagógicas que contribuam para formar leitores e produtores de textos proficientes, capazes de interagir através da escrita em diferentes contextos comunicativos. Tendo isso em vista, esta dissertação elege como objeto de estudo o processo de produção textual escrito no contexto escolar do Ensino Fundamental, com ênfase no processo de reescrita. Nessa direção, objetivamos investigar até que ponto uma atuação mediadora do professor, no processo de reescrita de seus alunos, contribui para o aluno aprimorar seu texto de forma significativa. Teoricamente, buscamos contribuições nos estudos do letramento, especificamente, no que concerne ao conceito de letramento crítico; nas abordagens de escrita; no processo de escrita colaborativa e na concepção bakhtiniana de linguagem. Metodologicamente, este estudo etnográfico crítico se insere no campo da Linguística Aplicada e adota a abordagem qualitativa da pesquisa de cunho interpretativista e colaborativo. A análise dos dados permite observar a relevância do processo de reescrita colaborativa na apropriação de habilidades textuais e na consolidação da prática de revisar textos como fonte inesgotável de reflexões, aprendizagens e aperfeiçoamento contínuo.

3
  • FRANCISCA VANEÍSE ANDRADE FERNANDES
  • OLIMPÍADA DE LÍNGUA PORTUGUESA: ressignificação de práticas de leitura e escrita.

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • MARCIA CANDEIA RODRIGUES
  • MARIA DO SOCORRO OLIVEIRA
  • Data: Aug 10, 2015


  • Show Abstract
  • A busca por ressignificações no processo de ensino-aprendizagem na educação básica vem ocasionando o desenvolvimento de políticas públicas voltadas para o ensino de língua materna, tais como a Olimpíada de Língua Portuguesa (OLP). Para contribuir com essa busca, este projeto de intervenção tem como objeto de estudo as práticas de leitura e escrita desenvolvidas na OLP por meio do modelo didático advindo dos projetos de letramento (KLEIMAN, 2001). Assim, visando ao objetivo geral de ressignificar práticas de leitura e escrita de estudantes do 7º ano, estabelecemos três objetivos específicos: a) participar de um concurso nacional de escrita; b) realinhar conceitual e metodologicamente as aulas de Língua Portuguesa nas turmas de 7º ano em função do trabalho desenvolvido; c) qualificar práticas de leitura e escrita desenvolvidas nesse processo de construção de conhecimentos. Para tanto, fundamentamo-nos na história do ensino de Língua Portuguesa no Brasil (SOARES, 2002), na concepção dialógica de língua(gem) (BAKHTIN, VOLOCHÍNOV ([1929] 2009), nos Estudos de Letramento (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), no conceito de comunidade de aprendizagem (AFONSO, 2001), nos estudos sobre retextualização (OLIVEIRA, 2005; MARCUSCHI, 2010), no gênero discursivo memórias literárias (CLARA; ALTENFELDER; ALMEIDA, 20--), nos indícios de autoria (POSSENTI, 2002) e na Linguística Textual (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011). Metodologicamente, esta pesquisa qualitativa de vertente etnográfica (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) ancora-se na Linguística Aplicada (MOITA LOPES, 1996). Colaboraram nesta pesquisa os alunos do 7º ano, professores, equipe gestora e pais de alunos, além de pessoas externas à comunidade escolar. Os instrumentos utilizados para a geração de dados foram: entrevista semiestruturada, textos dos alunos, gravações em áudio e em vídeo, fotografias, material da OLP (caderno do professor, coletânea de textos e CD-ROM). Os dados gerados nos permitiram estabelecer as seguintes categorias de análise em relação aos textos produzidos: autoria, informatividade, progressão discursiva, estrutura composicional, estilo e aspectos linguísticos. Os resultados alcançados evidenciam que o projeto de letramento desenvolvido possibilitou também macroalterações: práticas de leitura e escrita, antes consideradas objeto de estudo estritamente escolar, foram transformadas em práticas sociais, por meio das quais diferentes agentes de letramento puderam, colaborativamente, agir. Para tanto, fizeram entrevistas, cartas de solicitação, ofícios, memórias literárias, apresentações orais de poemas e de relatos de experiência. Vivenciaram uma premiação local e participaram de um concurso nacional. Produziram um vídeo e um livro com histórias e ilustrações de autoria dos alunos. Em suma, vivenciaram práticas de escrita que ultrapassam a sala de aula e a relação professor-aluno.

4
  • ELIZABETH SOARES DE SOUZA
  • LETRAMENTO FAMILIAR: ENGAJAMENTO FAMÍLIA- ESCOLA

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • EDNA MARIA RANGEL DE SA
  • LUCIA HELENA MEDEIROS DA CUNHA TAVARES
  • MARIA DO SOCORRO OLIVEIRA
  • Data: Aug 11, 2015


  • Show Abstract
  • A escola possui a função social de educar o indivíduo, construindo conhecimentos, atitudes e valores que o tornem solidário, crítico, ético e participativo. Entende-se, contudo, neste estudo, que essas funções só serão, de fato, atendidas na escola se houver o engajamento da família no espaço escolar. Em função disso, o objetivo desta pesquisa é explorar a articulação família – escola, observando as práticas de letramento vivenciadas no contexto familiar e as implicações desse letramento no letramento escolar. Teoricamente, esta pesquisa fundamenta-se nos estudos de letramento (STREET, 1984; 1993; KLEIMAN, 1995; TFOUNI, 1995; 2010) e nas pesquisas sobre letramento familiar (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Metodologicamente, trata-se de um estudo que se insere no campo da Linguística Aplicada (MOITA LOPES, 2006), caracterizando-se como uma abordagem do tipo quali-quantitativo (CRESWEL, 2010). Assume como espaço de investigação a Escola Municipal Vereador José Sotero – Igapó/Natal-RN, utilizando-se de instrumentos de geração de dados como: entrevistas, aplicação de questionários e rodas de conversa. A partir da análise dos dados gerados, espera-se compreender o binômio família-escola e a sua interferência no processo de letramento dos alunos.

5
  • ADRIANA ROSA DA SILVA CABRAL
  • (RE)CRIANDO (MINI)CONTOS DE TERROR: uMA EXPERIÊNCIA DE ENSINO DE LEITURA E ESCRITA DE GÊNERO MULTIMODAL

     

     

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • CLEIDE EMILIA FAYE PEDROSA
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • Data: Aug 12, 2015


  • Show Abstract
  • Tendo em vista a multiplicidade de linguagens e mídias presentes nos textos contemporâneos, o trabalho com os gêneros digitais caracteriza-se essencial para o ensino de leitura e escrita. Os meios virtuais já estão presentes em várias atividades cotidianas que requerem o uso da língua. Isso mostra que o mundo globalizado traz novas exigências de letramento e diversas práticas de leitura. Considerando essa perspectiva, propomos trabalhar os multiletramentos presentes nos novos textos a partir dos pressupostos enunciativos discursivos bakhtinianos. Para isso, optamos por constituir como objeto de investigação/intervenção o miniconto de terror, gênero discursivo multimodal, por se tratar de um enunciado multissemiótico de circulação digital/virtual. Nesse contexto, o presente trabalho teve o objetivo de compreender como o ensino desse gênero pode contribuir para o desenvolvimento dos saberes relacionados à leitura e à produção textual exigidas pelos multiletramentos, através da execução de uma Sequência Didática, em sala de aula, especificamente para duas turmas do Ensino Fundamental, 7º e 8º anos, de escola pública. A pesquisa se fundamentou na teoria de Bakhtin e o Círculo (2009, 2011) sobre gêneros numa perspectiva dialógica e na proposta de Dolz e Schneuwly (2004) para o ensino de texto por meio de Sequências Didáticas. Recorremos, ainda, aos preceitos dos multiletramentos enfocados em ROJO (2012, 2013). A metodologia utilizada assentou-se numa abordagem qualitativa dos dados. Consideramos na análise dos minicontos produzidos pelos alunos o hibridismo próprio dos multiletramentos, as características discursivas tais como composição, estilo e conteúdo temático, bem como as relações de dialogicidade presentes nesses enunciados. Ao final da pesquisa, percebemos que a nossa intervenção contribuiu para a ampliação dos saberes dos sujeitos envolvidos relacionados à leitura e produção de gênero multimodal. 

6
  • ADRIANA DE ARAÚJO COUTINHO
  • Leitura do mundo no rap: uma análise bakhtiniana

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • CLEIDE EMILIA FAYE PEDROSA
  • MARIA DA PENHA CASADO ALVES
  • SULEMI FABIANO CAMPOS
  • Data: Aug 13, 2015


  • Show Abstract
  • A presente pesquisa tem por objetivo investigar o processo de formação do leitor crítico-reflexivo, em duas turmas, 6º e 9º ano do Ensino Fundamental. Para tanto, propõe-se uma sequência didática para a leitura de vozes presentes no gênero Rap e que se evidenciam a partir de um contexto de protestos, no Brasil, em 2013.  Os fundamentos teóricos que embasam esta pesquisa estão relacionados às proposições do Círculo de Bakhtin, especialmente, as noções de linguagem como discurso ideológico social; de leitura responsiva; gênero discursivo e vozes sociais. Quanto à orientação metodológica, o trabalho caracteriza-se por adotar o paradigma interpretativista de base sócio histórica, situando-se, ainda, no grande campo da Linguística Aplicada, cujo foco primordial é a linguagem concretamente situada. A justificativa se pauta na percepção das dificuldades dos alunos em leitura crítica-reflexiva e no estabelecimento de relação entre os textos e as situações sócio históricas situadas. Acredita-se que o trabalho com uma sequência didática, voltadas para o ensino de leitura crítica-reflexiva possa contribuir com a formação dos alunos nesse sentido, uma vez que os passos dessa sequência didática visam a despertar o senso crítico dos alunos, por meio de questões direcionadas a: percepção das relações entre o texto e o mundo; compreensão da temática social; percepção de vozes sociais implícitas/ explícitas nos discursos. A hipótese é de que o ensino de leitura crítica-reflexiva deve partir de gêneros discursivos situados sócio historicamente e as atividades precisam ser direcionadas a despertar o entendimento, por parte dos alunos, de que a leitura exige uma compreensão crítica do contexto.

7
  • CARLOS BEZERRA DO NASCIMENTO
  • Oralidade e Letramento: o debate em sala de aula

  • Advisor : MARIA DO SOCORRO OLIVEIRA
  • COMMITTEE MEMBERS :
  • MARIA DO SOCORRO OLIVEIRA
  • ANA VIRGINIA LIMA DA SILVA ROCHA
  • WILLIANY MIRANDA DA SILVA
  • Data: Aug 17, 2015


  • Show Abstract
  • A presente dissertação apresenta uma proposta de intervenção pedagógica no ensino de Língua Portuguesa no tocante à Oralidade e ao Letramento, por meio do gênero discursivo oral debate, numa turma de 9º ano do Ensino Fundamental II de uma escola da rede pública municipal da zona norte de Natal/ RN. Objetivamos, assim, ressignificar a prática pedagógica no ensino de Língua Portuguesa a partir do caráter interacional da Oralidade e do Letramento. O nosso aporte teórico parte dos estudos do letramento (STREET, 1995; SOARES, 2004; KLEIMAN, 2005; OLIVEIRA, 2010), no que diz respeito à oralidade (ROJO, 2001; MARCUSCHI,2005) e de gêneros discursivos/ gêneros orais (ROJO, 2001; DOLZ & SCHNEUWLY, 2004), bem como as diretrizes presentes nos Parâmetros Curriculares Nacionais (PCN’s, 1997). Metodologicamente, este estudo etnográfico (CANÇADO, 1994) consistiu em uma sequência didática para o gênero debate, organizada em quatro momentos distintos: atividades prévias, atividades de planejamento, o debate em sala e a conclusão. Resultados preliminares permitiram observar que: (i) as práticas de letramento dos alunos para a realização do debate ocorreram por meio do processo de aprendizagem colaborativa; (ii) as operações linguísticas mais ativadas pelas equipes no processo de interação verbal foram: a negociação de opiniões, a tomada de turno e a validação das ações.

8
  • WESLEY RODRIGO PEDROZA DA SILVA
  • A intensificação no viés ensino/aprendizagem: uma abordagem da Linguística Funcional Centrada no Uso

  • Advisor : EDVALDO BALDUINO BISPO
  • COMMITTEE MEMBERS :
  • EDVALDO BALDUINO BISPO
  • JOSE ROMERITO SILVA
  • ROSANGELA MARIA BESSA VIDAL
  • Data: Aug 18, 2015


  • Show Abstract
  • Neste trabalho, discutimos o tratamento da intensificação em sala de aula sob o viés da Linguística Funcional Centrada no Uso. O objetivo é desenvolver uma proposta de intervenção pedagógica, focalizando o recurso à intensificação em situações reais de uso da língua. Investigam-se as diferentes formas de codificação da intensificação, correlacionando-as a fatores semânticos e discursivo-pragmáticos que lhes são subjacentes. Tomando por base contribuições do Funcionalismo de vertente norte-americana (GIVÓN, 2001; HOPPER, 1987; THOMPSON, 2004; FURTADO DA CUNHA, MARTELOTTA, OLIVEIRA, 2003) e apoiando-nos numa abordagem funcional de ensino de língua portuguesa (OLIVEIRA, CEZÁRIO, 2007; FURTADO DA CUNHA, TAVARES, 2007; FURTADO DA CUNHA, BISPO, SILVA, 2014), correlacionada a orientações dos Parâmetros Curriculares Nacionais (BRASIL, 1998), desenvolvemos intervenção pedagógica em turma do 7º ano do Ensino Fundamental de uma escola pública de Natal-RN. De caráter eminentemente qualitativo, com viés descritivo e explicativo, a intervenção desenvolvida oportunizou trabalhar diferentes mecanismos de codificação da intensidade, efeitos de sentido decorrentes do uso desses mecanismos e adequação do emprego desses elementos a situações de comunicação variadas. Como resultado, proporcionamos aos alunos uma aprendizagem mais significativa de um tópico gramatical e um entendimento mais amplo sobre os usos de mecanismos de intensificação em textos efetivamente realizados.

9
  • ALMIR CÉSAR TEIXEIRA FILHO
  • Manhecença: despertando para a literatura através dos poemas de Jorge Fernandes

  • Advisor : HUMBERTO HERMENEGILDO DE ARAUJO
  • COMMITTEE MEMBERS :
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • JOSE LUIZ FERREIRA
  • ALEXANDRE BEZERRA ALVES
  • Data: Aug 20, 2015


  • Show Abstract
  • "Despertando para a literatura através dos poemas de Jorge Fernandes" tem como objetivo contribuir com sugestões para o ensino de literatura na educação básica, mais precisamente no Ensino Fundamental, enfocando a relevância do letramento literário como motivador da humanização do aluno e ferramenta capaz de propiciar ao discente a oportunidade de ver a realidade sobre vários ângulos, encontrando novos significados para o mundo. O trabalho sugere o uso da carta literária partindo do ponto de vista de que tal gênero é uma fonte rica de informações necessárias para que os alunos do Ensino Fundamental desmistifiquem a figura do literato como a de alguém distante e alheio ao mundo real, além do fato de que as missivas possibilitam uma visão sobre o que os seus autores, como intelectuais, pensavam a respeito dos movimentos literários da sua época. Sugere como metodologia para o ensino trabalhar com Unidade Temática, baseada no método de Sequência Didática, pois tal ferramenta pedagógica é, sabidamente, um método que propicia ao professor selecionar várias atividades diferentes, mas inerentes ao tema central. Para se chegar ao Produto Final, foram necessárias as seguintes etapas, inter-relacionadas metodologicamente: a) análise do material literário (poemas e cartas selecionados) com base em leitura da bibliografia crítica; b) planejamento das atividades de ensino; c) intervenção em sala de aula; d) avaliação da intervenção e análise da produção textual dos alunos; e) elaboração das sugestões para o ensino de literatura, com vistas à elaboração do Produto Final; f) escrita da dissertação, incluindo nela o Produto Final com as sugestões didáticas para a leitura do material selecionado. O apoio teórico para a proposta apresentada são os estudos de Cosson (2006; 2009; 2010), Candido (1995),) e Araújo; Sá (2012).


10
  • FRANCISCA WALDENIRA BARBOSA SILVA
  •  

     

    ENSINO DE LEITURA E PRODUÇÃO DE TEXTOS NO ENSINO FUNDAMENTAL: processos de retextualização de lendas

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • JOSÉ DA SILVA SIMÕES
  • MARIA DA PENHA CASADO ALVES
  • Data: Aug 20, 2015


  • Show Abstract
  • O presente estudo tem o objetivo de tratar as relações entre fala e escrita concebidas em um quadro de inter-relações e gradações, no contexto das práticas comunicativas e dos gêneros textuais para resolver um problema da interposição de estilos em produções textuais que tem por finalidade avançar de uma concepção discursiva próxima da fala para uma configuração lingüística mais próxima da escrita. Para realizar esse estudo intervencionista, aplicamos um projeto de leitura e escrita do gênero textual lenda por meio de sequências textuais que contemplam aspectos discursivos, composicionais e linguísticos. Em relação a esse último aspecto, selecionamos as operações de retextualização propostas por Marcuschi (2010) e sua concepção de gêneros textuais a partir do contínuo de fala e escrita, para o tratamento da problemática apresentada. Após a aplicação da presente intervenção com alunos do 6º ano do Ensino Fundamental de uma escola pública, selecionamos o corpus para a análise, dividido em duas categorias: a primeira diz respeito à seleção de 22 redações produzidas na primeira versão, e a segunda se refere à escolha de 22 redações retextualizadas na versão final, após a intervenção com os aspectos abordados no projeto. Através da análise comparativa dos dados obtidos, observamos um avanço significativo da versão final em relação à primeira com respeito à adequação da sequência narrativa prototípica do gênero escolhido, a partir do estudo de Adam (2011), em razão da abordagem das operações supracitadas, principalmente da 8ª operação sobre a reorganização dos tópicos dos textos com a finalidade de adequar a produção textual ao gênero e à situação discursiva relacionada à esfera pública de comunicação por meio da produção de um livro para circulação na biblioteca da escola, determinada pelo projeto. Por esse motivo, apontamos a produção textual que considere a relação fala e escrita levando em consideração a perspectiva de inter-relações entre fala e escrita defendida por Marcuschi (2010), bem como as operações de retextualização como meio de compreender essa relação e contribuir para o desenvolvimento de competências necessárias à adequação do gênero textual à situação comunicativa.

11
  • DANIEL CÉSAR CARDOSO
  • COADUNAÇÃO ENTRE CARTAS E POEMAS DE DRUMMOND E ZILA EM MEIO À TEMÁTICA DA TERRA: UMA ABORDAGEM DO TEXTO LITERÁRIO NO ENSINO FUNDAMENTAL II

  • Advisor : HUMBERTO HERMENEGILDO DE ARAUJO
  • COMMITTEE MEMBERS :
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • JOSE LUIZ FERREIRA
  • ALEXANDRE BEZERRA ALVES
  • Data: Aug 20, 2015


  • Show Abstract
  • Relato e análise do processo de construção e aplicação de uma Unidade Temática numa turma de 7º Ano do Ensino Fundamental II nas aulas de Português, com a consequente elaboração de um CD como produto final, destinado à leitura de professores. A Unidade Temática constou de aulas sobre correspondências de escritores e intelectuais como fontes importantes de informação/conhecimento, ou até mesmo partes constituintes de suas obras. A partir dessa concepção, vislumbrou-se a possibilidade de utilizar um conjunto de cinco missivas que tratavam de O Arado, a mais consagrada obra memediana, publicadas no livro intitulado Cartas de Drummond a Zila Mamede (1999), como elemento motivador para o estudo de poemas de Zila Mamede e Carlos Drummond de Andrade, vinculados à temática da terra. O presente estudo configura-se como uma tentativa de devolver ao texto literário o seu lugar de direito nas aulas de língua materna, isto é, que ele seja, desde os anos iniciais, lido, analisado e compreendido com todas as peculiaridades próprias dos textos de literatura, suas relações contextuais e intertextuais. Como fundamentação teórico-metodológica, tomou-se como ponto de partida as discussões de Cosson (2006; 2010) e Cereja (2005), além das orientações dos Parâmetros Curriculares Nacionais para o ensino de Língua Portuguesa, bem como critérios de análise e interpretação do texto literário disponíveis na bibliografia das áreas de Teoria Literária e Literatura Comparada.

     

12
  • SADART VIEIRA DA SILVA
  • *

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • MARIA DAS GRACAS SOARES RODRIGUES
  • JOSÉ DA SILVA SIMÕES
  • Data: Aug 21, 2015


  • Show Abstract
  • *

13
  • LEONILDO LEAL GOMES
  •  

    Elementos anafóricos como recurso argumentativo

    em textos de discentes do 9º ano do Ensino Fundamental

     

  • Advisor : MARIA DAS GRACAS SOARES RODRIGUES
  • COMMITTEE MEMBERS :
  • JOAO GOMES DA SILVA NETO
  • LUIS ALVARO SGADARI PASSEGGI
  • MARIA DAS GRACAS SOARES RODRIGUES
  • SUELI CRISTINA MARQUESI
  • Data: Aug 24, 2015


  • Show Abstract
  •  

    O trabalho proposto fundamenta-se nos estudos da linguística textual, com foco no fenômeno da referenciação, especificamente sobre o papel das retomadas anafóricas na construção argumentativa. Além disso, procurou analisar a relevância da intervenção do professor, durante a apropriação do gênero artigo de opinião por estudantes do 9º ano do Ensino Fundamental. Partimos da concepção de texto como um evento comunicativo que mobiliza fatores além de linguísticos, cognitivos e sociais. Também tomamos a argumentação como construto discursivo, que envolve o conhecimento metalinguístico, além da escolha lexical intencionada pelo escrevente. Nesse sentido, os processos cognitivos concebidos pela interação e pela relação perceptiva e de atuação extratextual são produtos situados na sociedade e na relação entre os sujeitos, negociados discursivamente. Compreendemos a relação anafórica como mecanismo importante, não apenas para estabelecer a coesão, mas como orientação argumentativa, contribuindo para tornar o texto coerente. Para tanto, fundamentamo-nos a partir dos pressupostos teóricos de Adam (2011), Mondada e Dubois (2003), Koch (2006), Conte (2003) e Neves (2006). Optamos pela pesquisa experimental, de base explicativa e interpretativista, ancorada numa Sequência Didática (SD) e, por se tratar de um trabalho de intervenção, toma não somente os textos dos participantes da pesquisa como objeto de análise, mas também as etapas da SD, pois partimos da premissa de texto como processo. A SD está delimitada em 9 (nove) etapas, correspondendo a: 1) problematização; 2) proposta de escrita para observação das construções dos alunos; 3) intervenção quanto os operadores argumentativos mais usuais; 4) abordagem do esquema argumentativo proposto  ou Toulmin (2006); 5, 6 e 7) estudo dirigido sobre os elementos anafóricos; 8) reescrita coletiva, com intervenção do professor; 9) refacção textual individual. A partir dos dados coletados, é possível verificar a correspondência entre a competência linguística do estudante, sua participação ativa nas discussões orais, o trabalho de reescrita coletiva e a presença de retomadas por formas nominais correferenciais ou não, de modo a categorizar ou recategorizar o elemento anaforizado, o que contribui consideravelmente como recurso axiológico para a argumentação em textos dissertativos.


14
  • ANA SUELY COELHO DE SOUZA
  • Ressignificando práticas de leitura e escrita de alunos do 9º ano da rede pública: IFRN em foco.

  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • CLEMILTON LOPES PINHEIRO
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: Aug 24, 2015


  • Show Abstract
  • Projeto de intervenção de natureza qualitativa que tematiza a ressignificação de práticas de leitura e escrita de alunos do 9º ano de uma escola da rede pública do município de Arez/RN. A perspectiva situada dos estudos de letramento (KLEIMAN, 1995) subsidia o realinhamento conceitual e metodológico das aulas de Língua Portuguesa desenvolvidas por meio de um projeto de letramento (KLEIMAN, 2000), entendido como modelo didático (TINOCO, 2008). Tal projeto requereu, por um lado, reflexões sobre o ensino sistematizado de escrita e, por outro, os colaboradores (alunos, professora e agentes externos), provavelmente, encontraram mais razões para se engajarem em uma comunidade de aprendizagem (AFONSO, 2001), que teve por meta a preparação e o acompanhamento dos estudantes, desde a obtenção de documentos, passando pelo recebimento de material didático ofertado pelo Programa de Iniciação Tecnológica e Cidadania (ProITEC) até a realização das provas e a análise dos resultados obtidos no processo de seleção do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) para 2015. Na fundamentação desta pesquisa, partimos da concepção dialógica de língua(gem), de Bakhtin ([1952/53] 2011), dos estudos de letramento (KLEIMAN, 1995; TINOCO, 2008; OLIVEIRA e KLEIMAN, 2008), da Linguística Aplicada (MOITA-LOPES, 1996), da Linguística Textual (ADAM, 2011; KOCH, 2013) e dos estudos sobre ensino de argumentação (FIORIN e SAVIOLI, 2002; FIORIN, 2015; LIBERALI, 2013). Nossos instrumentos de pesquisa foram: provas do IFRN, simulados, propostas de escrita, textos produzidos individual e coletivamente em sessões de reescrita colaborativa (BARBEIRO, 1999), fotografias, gravações em áudio. Na análise, mapeamos o conteúdo das provas objetivas do ProITEC e do Exame de Seleção (entre os anos de 2011 e 2014), refletimos sobre questões discursivas e, especificamente, sobre o gênero argumentativo “artigo de opinião”, o que desencadeou aulas de leitura e de técnicas de argumentação, sessões de escrita e de reescrita. Os resultados alcançados apontam que a intervenção realizada propiciou significativa ressignificação de práticas docentes e discentes no tocante à leitura e à escrita, que deixaram de ser pensadas como atividades exclusivamente escolares, passando a ser compreendidas como formas de agir no mundo para alcançar interesses que podem estar fora da sala de aula, tais como a participação em concursos, a formação profissional com qualidade e, consequentemente, a ampliação de oportunidades de emprego especializado e de aumento de renda familiar.

15
  • MARIANA FREIRE RODRIGUES
  •  

     

    O USO DE OPERADORES ARGUMENTATIVOS EM COMENTÁRIOS CRÍTICOS DE ALUNOS DE 9º ANO DO ENSINO FUNDAMENTAL II

  • Advisor : MARIA DAS GRACAS SOARES RODRIGUES
  • COMMITTEE MEMBERS :
  • BARBARA OLIMPIA RAMOS DE MELO
  • MARIA DAS GRACAS SOARES RODRIGUES
  • SULEMI FABIANO CAMPOS
  • Data: Aug 24, 2015


  • Show Abstract
  • Este trabalho teve como objetivo analisar produções (re)escritas de alunos de uma escola pública da rede estadual do Rio Grande do Norte, resultantes de uma intervenção pedagógica, isto é, um conjunto de atividades organizadas e aplicadas em sala de aula. Desenvolvemos, então, uma Sequência Didática que possibilitou ações de linguagem, estimulando nos alunos uma reflexão dos elementos constitutivos do comentário crítico, ressaltando a relevância do uso adequado de operadores linguísticos da argumentação com vistas ao estabelecimento da coerência textual em suas produções escritas. Assim, de modo específico, pretendeu-se investigar o uso dos operadores argumentativos na produção de argumentos em comentários críticos, escritos por alunos do 9º ano do Ensino Fundamental II, e considerar o impacto dessa ação metodológica no exercício da competência argumentativa nas produções textuais.  O trabalho de campo consistiu de seis encontros, de duas horas cada, abrangendo apresentação da proposta aos alunos, produção inicial, oficinas e produção final, desenvolvidas na Escola Estadual Dr. Graciliano Lordão, junto a uma classe de 9º ano, do turno Matutino. O estudo da bibliografia ancora-se na teoria de Bronckart, Dolz, Schneuwly, Noverraz e Bakhtin, teóricos que defendem uma perspectiva sócio-discursiva e interacionista do ensino de língua e que fundamentam intervenções pedagógicas apropriadas e qualificadas adotadas como eficientes ferramentas de aprendizagem. Quanto aos conceitos da Teoria da Argumentação, baseamo-nos em (DUCROT, 1988), (KOCH 2004), entre outros autores. Esperava-se, para este estudo que, mediante a participação efetiva na intervenção desenvolvida pela professora, os estudantes conseguissem produzir textos nos quais apresentassem que reforçassem o seu ponto de vista, utilizando os operadores argumentativos de forma adequada, o que foi comprovado com a avaliação dos resultados. Ao finalizar o trabalho, pudemos concluir que os alunos conseguem construir argumentos para a defesa de um ponto de vista, sem interferências de ensino sobre argumentação, entretanto, isso por si só não assegura produções ditas “bem elaboradas”, que a escola exige desses estudantes. Dessa forma, entendemos que uma intervenção pedagógica voltada para o desenvolvimento de uma postura crítica e reflexiva frente ao texto pode alcançar resultados significativos quando leva em consideração a realidade dos alunos, respeitando e considerando os movimentos deles em todas as fases desse processo de apropriação do conhecimento.

16
  • ANDRÉA GOMES DOS SANTOS
  • A CANÇÃO NO ENSINO DE LÍNGUA PORTUGUESA: UMA PROPOSTA DE PROJETO DE ENSINO


  • Advisor : JOAO GOMES DA SILVA NETO
  • COMMITTEE MEMBERS :
  • ANA GRACA CANAN
  • JOAO GOMES DA SILVA NETO
  • MARIA DAS GRACAS SOARES RODRIGUES
  • SUELI CRISTINA MARQUESI
  • Data: Aug 25, 2015


  • Show Abstract
  • A canção é um gênero textual presente em avaliações nacionais, provas de concurso para ingresso em escolas técnicas, em livros didáticos, logo precisa ser mais difundido na escola como objeto e instrumento de ensino, pois, além de sua importância para o repertório cultural do indivíduo, pode colaborar para o desenvolvimento das habilidades linguísticas. Nesse sentido, esta pesquisa versa sobre leitura e escrita da canção (letra de samba-enredo) no ensino fundamental, com o intuito de sugerir um projeto de ensino de língua por meio de samba-enredo, que explore a intertextualidade. Os objetivos específicos são: criar sequência (s) didática (s) que voltadas para a leitura, escrita, gramática e oralidade por meio de samba-enredo; contribuir para a formação de leitores e escritores; explorar a intertextualidade em samba-enredo. A fim de atingir esses objetivos, a fundamentação teórica está ancorada quanto à intertextualidade, leitura e escrita em Koch (2012, 2013); língua como interação e conhecimento linguístico verbal em Antunes (2009, 2010, 2013); este último também em Travaglia (2013), Neves (2013); letramento, Kleiman (2012); o texto como ponto de partida e de chegada, Geraldi (2013); o texto como unidade de ensino, BRASIL (2000); procedimento de ensino, Scarpato (2004); metodologia, Charoux (2006), Severino (2014); entre outros. Os dados a serem gerados e analisados, estarão vinculados à abordagem qualitativa e à pesquisa-ação.

17
  • EMANUELE MÔNICA NERIS GOMES
  • Diários de Leituras – uma ferramenta na construção de leitores responsivos no Ensino Fundamental

  • Advisor : MARIA DA PENHA CASADO ALVES
  • COMMITTEE MEMBERS :
  • ARACELI SOBREIRA BENEVIDES
  • MARIA DA PENHA CASADO ALVES
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Aug 26, 2015


  • Show Abstract
  • Este trabalho tem por objetivo problematizar como o gênero Diário de leitura pode impactar as práticas de leitura e de escrita nos anos finais do Ensino Fundamental. Para isso, descrevemos as múltiplas vozes presentes em Diários de Leitura de alunos do Ensino Fundamental. Para tal análise, apoiamo-nos nas concepções de Bakhtin (2003) e o Círculo, na perspectiva dialógica da linguagem e nas concepções de língua/linguagem, de enunciado e de gêneros discursivos. Tal fundamentação nos propicia entendermos que os Diários de Leitura produzidos são enunciados e, por isso, constituem um recorte de um contexto, na grande temporalidade em que estamos inseridos, como também revelam as tensões e atravessamentos presentes nos dizeres de sala de aula. Constatamos, no percurso da pesquisa, que as práticas de leitura e de escrita desenvolvidas na escola não possibilitam que as vozes dos alunos sejam reveladas, por estarem, em grande parte do tempo, presas a questões relacionadas à forma do texto e à ortografia, comprometendo, assim, quase sempre, a expressão da responsividade e a afirmação de posicionamentos. Confirmamos, ainda, a relevância dos diários de leitura como gênero que possibilita a expressão da responsividade e da criticidade, algo pouco explorado nas aulas de LM, como apontam as avaliações oficias, tais como Saeb e a Prova Brasil. Nesse sentido, apoiamo-nos em Machado (1998), no que diz respeito aos Diários de Leitura, como gênero organizador de atividades de leitura; em Solé (1997) e Geraldi (1990, 2003) para embasar nossa discussão sobre as práticas de leitura e escrita desenvolvidas na Educação Básica. Descrevemos, ainda, a sequência didática desenvolvida e analisamos os diários produzidos, revelando quais dizeres revelam os posicionamentos e a criticidade.  

18
  • ELAINE CRISTINA CÂMARA DE AZEVEDO MAIA
  • Letramento Literário no sétimo ano - O Besouro Carirá e a História do Morango Gigante, de Ricardo Daunt: convergências entre a tradição e o moderno.

  • Advisor : DERIVALDO DOS SANTOS
  • COMMITTEE MEMBERS :
  • DERIVALDO DOS SANTOS
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • WELLINGTON MEDEIROS DE ARAUJO
  • Data: Aug 27, 2015


  • Show Abstract
  • A fim de contribuir com a discussão do ensino de literatura da educação básica, nosso interesse é estudar o livro O besouro Carirá e a história do morango gigante (2007) que é um poema narrativo infantil escrito pelo romancista e cronista Ricardo Daunt e ilustrado pelo artista suíço John Graz. O trabalho aborda o poema narrativo como proposta de aplicação em sala de aula, em uma turma de sétimo ano do ensino fundamental II. Nosso propósito é propor uma forma de leitura que leve em consideração: a) questões referentes ao gênero textual trabalhado (poema narrativo); b) articulação entre o texto literário e a vida social, tentando chamar a atenção do aluno tanto para a especificidade do fenômeno estético quanto para a sua relação com a sociedade. O trabalho tem como defesa o uso da literatura a partir de estudiosos que a justificam como: bem incompressível e fator de humanização em Candido (2004); uma forma de nos dar sensibilidade em Compagnon (2009); importante elemento de formação a partir da leitura integral da literatura no ensino de língua materna, conforme Todorov (2010). Sobre letramento literário nos espelhamos em Cosson (2006; 2014). Ao desenvolver o estudo da literatura infantil, especificamente do poema, nos baseamos no estudo de Pinheiro (2007); e analisando a representação do campo e da cidade, tomando-se como referência as reflexões de Raymond Williams (2011); Michael Hamburger (2007).

     

19
  • ELIANE MEDEIROS DA NÓBREGA
  •  

     

     

     

     

    OPERAÇÕES LINGUÍSTICO-DISCURSIVAS EM RELATOS RETEXTUALIZADOS POR ALUNOS DO 6º ANO


  • Advisor : MARIA DAS GRACAS SOARES RODRIGUES
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • LIDIANE DE MORAIS DIÓGENES BEZERRA
  • LUIS ALVARO SGADARI PASSEGGI
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Aug 28, 2015


  • Show Abstract
  • O presente trabalho procurou investigar e discutir os prováveis avanços de escrita de alunos da rede pública do 6º ano do Ensino Fundamental. Esta pesquisa foi realizada no Programa de Mestrado Profissional em Letras (ProfLetras/UFRN) e ocupou-se de identificar, descrever, analisar e interpretar, na perspectiva da Análise Textual dos Discursos, as operações linguísticas de reescritura em relatos pessoais produzidos no ano de 2015, na disciplina de Língua Portuguesa. Fundamentando-se também na Crítica Genética, este estudo buscou analisar de que maneira e em que proporção as alterações ocorridas nos textos revelam uma capacidade perceptiva nos alunos na medida em que substituem, ampliam, retiram ou deslocam termos em suas produções. Na perspectiva pragmática na qual a Linguística Textual se insere é que buscamos desenvolver nossa análise, investigando os textos e compreendendo-os enquanto processo de construção de sentido. Nossa discussão teórica se fundamenta em uma concepção sociointeracional da linguagem (MARCUSCHI, 2008), bem como nos postulados da Análise do Discurso (ADAM, 2010, 2008). Adotamos também os pressupostos teóricos advindos da Crítica Genética que dedicam-se à relação entre texto e gênese, uma vez que julgam o texto como resultado de uma construção de elaboração contínua, e a escrita como uma atividade em constante movimento (DE BIASI, [2000] 2010; GRÉSILLON, 2008, [1992] 2002, 1989, [1990]; SALLES, 2008a). Para constituirmos os dados desta pesquisa consideramos as variáveis sociais referentes aos alunos e ao contexto sociocultural. Todavia, nossa investigação direciona-se para uma situação real de sala de aula onde se buscou analisar o funcionamento da língua em condições de uso, autorizando-nos, com isso, descrever com mais precisão a realidade vivenciada, o que nos proporcionou um olhar mais atento às particularidades observadas. Essa descrição da realidade apreciada construiu um caminho que nos direcionou a uma pesquisa de abordagem qualitativa dos dados na qual foi atribuída significados a partir da interpretação. Para o desenvolvimento da pesquisa, recorremos aos procedimentos da Pesquisa-ação. Os dados constam de dez relatos pessoais que foram reelaborados a partir de atividades de reescrita, o que constitui um corpus de vinte textos avaliados a partir das operações linguísticas reconhecidas pela gramática gerativa e continuada por Lebrave e Grésillon (2009). Como resultado da análise, identificamos a operação de acréscimo com um número superior às demais. As operações de substituição e supressão apresentaram resultados muito próximos. Todavia, a operação de deslocamento foi pouco utilizada. Esses resultados, além de testemunhar a criatividade linguística dos alunos, revelaram que para que um texto seja visto como “concluído”, o aluno escrevente articula novas elaborações através desses operadores linguísticos e que esses movimentos de idas e vindas, de rasuras e emendas contribuem significativamente para que o professor aproxime-se da relação que o aluno mantém com o seu dizer textual e discursivo, e possa com isso apropriar-se de informações que venham fornecer direcionamentos individuais e coletivos nas produções escolares.

20
  • ADRIANA OLIVEIRA DE FARIAS
  • EFEITOS DA ROTEIRIZAÇÃO EM ATIVIDADES NARRATIVAS DO LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA: UMA PROPOSTA DE INTERVENÇÃO

     

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • MARIA DA PENHA CASADO ALVES
  • MARINALVA VIEIRA BARBOSA
  • SULEMI FABIANO CAMPOS
  • Data: Sep 2, 2015


  • Show Abstract
  • Este estudo analisa os efeitos da roteirização em uma proposta narrativa do livro didático de português (LDP) do 6º ano do Ensino Fundamental (EF), no processo de escrita do conto, pelo aluno. Com base nos resultados dessa análise, foi proposta uma intervenção, por meio de uma sequência didática. Teoricamente, nossa investigação está baseada nos estudos interativos de linguagem, advindos da teoria bakhtiniana, sobretudo na integração das práticas de leitura, análise linguística e de produção textual, proposta por Geraldi (2003, 2009, 2010, 2011). Os registros foram obtidos no 6º ano do Ensino Fundamental II, em uma escola pública localizada na zona norte da cidade de Natal/RN. Trata-se de uma investigação de cunho qualitativo e quantitativo, cuja obtenção dos registros ocorreu em duas etapas, que se complementam, já que a primeira guiou o planejamento e a execução da segunda. A primeira etapa se deteve na aplicação de uma proposta narrativa do livro didático de português (LDP) em duas turmas do 6º ano do Ensino Fundamental na referida escola, visando à análise dos efeitos da roteirização presente na produção dos textos narrativos dos alunos. Nesta etapa foram gerados 58 textos. Na segunda etapa, de intervenção, uma sequência didática, baseada nos pressupostos teóricos advindos dos estudos do Grupo de Genebra (DOLZ ; SCHENEUWLY, 2004), com respeito aos projetos de classe e no estudo da narrativa a partir da proposta de canteiros defendida por Jolibert (1994), foi desenvolvida para trabalhar a escrita narrativa dos alunos, nesta etapa foram gerados 20 textos. Três momentos de produção de texto são analisados, os quais revelaram (i) que uma proposta narrativa roteirizada, leva a pouco desenvolvimento da escrita, uma vez que os alunos tendem a seguir apenas o comando e optam pelo que já lhes é familiar; (ii) sem orientação anterior, os alunos não conseguem entender o comando da proposta, é preciso mais leituras e informações sobre o texto e sobre os interlocutores eleitos, já que estas não são óbvias, nem facilmente inferidas; (iii) com a intervenção do professor, os alunos podem compreender melhor o comando, entender a estrutura da narrativa e extrapolar a roteirização apresentada na proposta do livro didático de português (LDP); (iiii) a intervenção posterior, visando à reescrita, é fundamental para o desenvolvimento mais significativo da aprendizagem da escrita.

          

21
  • ALICE CARLA MARCELINO XAVIER
  • O acusativo anafórico e normas do português na escola: uma proposta de intervenção para o ensino de gramática

  • Advisor : MARCO ANTONIO ROCHA MARTINS
  • COMMITTEE MEMBERS :
  • MARCO ANTONIO ROCHA MARTINS
  • EDVALDO BALDUINO BISPO
  • SILVIA RODRIGUES VIEIRA
  • Data: Sep 2, 2015


  • Show Abstract
  • Fundamentados em uma perspectiva sociovariacionista (cf. LABOV, [1972]2008; WEINREICH, LABOV, HERZOG, [1968]2006), e considerando a necessidade do ensino de gramática (MARTINS, 2013), apresentamos, nesta dissertação, uma proposta de intervenção para o ensino das formas acusativas anafóricas de 3ª pessoa no português brasileiro culto em uma turma de 9º ano do ensino fundamental. A pesquisa foi realizada numa escola da rede pública e considerou para o diagnóstico textos narrativos escritos por alunos de uma turma regular do 9º ano – última etapa do ensino fundamental II, no ano de 2014. Esta pesquisa parte da hipótese de que a forma clítica acusativa anafórica, única forma ensinada na escola e tomada como parâmetro positivo de avaliação para a retomada do objeto direto, não está sendo ensinada. Considerando que estudos anteriores têm apontado quatro formas possíveis para o acusativo anafórico de 3ª pessoa no português brasileiro – o clítico acusativo, o pronome nominativo, o SN anafórico e o objeto nulo –, primeiramente, apresentamos um diagnóstico do uso dessas formas em textos escritos pelos alunos com base na análise de duas narrativas escritas em ambiente escolar: uma de caráter mais formal – relato de filme –  e outra de caráter menos formal – relato de experiência pessoal. Após essa análise, conduzidos pelo diagnóstico inicial, apresentamos uma sequência didática (SD) pautada no ensino de gramática. Na SD, o ensino do objeto direto e de suas formas de retomadas (acusativo anafórico) se deu com base em uma perspectiva científica da gramática da Língua Portuguesa. Dessa forma, o ensino do clítico acusativo, forma que deveria ser recuperada pela escola, nas aulas de gramática normativa, se deu junto ao reconhecimento das demais variantes que juntas coocorrem/concorrem nas diferentes normas do português brasileiro. O nosso intuito foi o de tornar significativo o uso do clítico acusativo, já que este vem perdendo espaço, devido a um ensino de gramática que vem produzindo nos alunos uma aversão à norma padrão e, ao mesmo tempo, uma incompreensão da gramática da sua língua. Objetivamos também, a partir do ensino do acusativo anafórico, oferecer/defender uma proposta de ensino de língua e de gramática, na qual essas formas variantes sejam trabalhadas em conjunto nas aulas de português a fim de fazer com que o aluno perceba as diferentes possibilidades de relações e de construções sintáticas possíveis dentro de sua gramática e, principalmente, reconheça o que cada uma delas significa e por quê no contínuo de normas linguísticas que caracteriza o que denominamos de Língua Portuguesa.

22
  • VERÔNICA ALVES DE LIRA
  • A INFORMATIVIDADE NO TEXTO DO ALUNO: O PAPEL DO PROFESSOR COMO MEDIADOR DA INFORMAÇÃO

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • SULEMI FABIANO CAMPOS
  • MARIA DA PENHA CASADO ALVES
  • MARINALVA VIEIRA BARBOSA
  • Data: Dec 9, 2015


  • Show Abstract
  • A INFORMATIVIDADE NO TEXTO DO ALUNO: O PAPEL DO PROFESSOR COMO MEDIADOR DA INFORMAÇÃO

23
  • MIRELLA MATOSO LETTIERI LEAL DAMÁSIO
  • .

  • Advisor : SULEMI FABIANO CAMPOS
  • COMMITTEE MEMBERS :
  • SULEMI FABIANO CAMPOS
  • MARCO ANTONIO ROCHA MARTINS
  • SILVIA RODRIGUES VIEIRA
  • Data: Dec 9, 2015


  • Show Abstract
  • .

24
  • REIKA GABRIELLE DANTAS DA SILVA
  • “Nem toda pausa é uma vírgula”: uma proposta sintática para o ensino da vírgula no Ensino Fundamental

  • Advisor : MARCO ANTONIO ROCHA MARTINS
  • COMMITTEE MEMBERS :
  • MARCO ANTONIO ROCHA MARTINS
  • EDVALDO BALDUINO BISPO
  • SILVIA RODRIGUES VIEIRA
  • Data: Dec 10, 2015


  • Show Abstract
  • Neste trabalho, apresentamos uma proposta de intervenção para o ensino da vírgula no Ensino fundamental. Com base em um diagnóstico no qual apresentamos erros mais frequentes do uso da vírgula cometidos pelos alunos de uma turma do 8º ano do Ensino Fundamental de uma escola pública de Natal/RN, propomos e aplicamos uma sequência didática adequada à necessidade desses alunos. Defendemos que o ensino da vírgula se dê por meio do ensino de sintaxe, pois observamos que a dificuldade em empregar a pontuação – nesse caso, mais especificamente, a vírgula – decorre da dificuldade que o aluno tem em relação ao reconhecimento dos termos da oração. Na pesquisa, analisamos textos dos alunos de uma turma do 8º ano do Ensino Fundamental de modo a averiguar quais são os principais desvios relacionados ao emprego da vírgula. Realizamos, então, um diagnóstico com os desvios mais frequentes e elaboramos uma sequência didática que permitisse ao aluno refletir sobre a sintaxe da sua língua e sobre o emprego da vírgula. Os resultados aqui apresentados mostram que os erros mais frequentes no uso da vírgula estão associados à ausência de vírgula em adjuntos/subordinadas adverbiais e o emprego inadequado entre termos complementos da oração. Apesar das dificuldades apresentadas durante a intervenção, os resultados obtidos foram muito produtivos no que diz respeito à ausência de vírgula entre orações subordinadas adverbiais ou adjuntos adverbiais, mas não tão produtivos no emprego da vírgula entre sujeito e predicado. No entanto, observamos que a sequência didática trabalhada permitiu que os alunos tivessem outro olhar sobre o emprego da pontuação, o que acabou interferindo positivamente no emprego ou não da vírgula em alguns casos não contemplados pela sequência aplicada em sala de aula.

25
  • Sérgio Santos da Silva
  • ENSINO DE LEITURA E PRODUÇÃO DE TEXTOS NO ENSINO FUNDAMENTAL: processos de retextualização de resenhas críticas

  • Advisor : ALESSANDRA CASTILHO FERREIRA DA COSTA
  • COMMITTEE MEMBERS :
  • ALESSANDRA CASTILHO FERREIRA DA COSTA
  • JOSÉ DA SILVA SIMÕES
  • MARIA DAS GRACAS SOARES RODRIGUES
  • Data: Dec 11, 2015


  • Show Abstract
  • Esta dissertação consiste na descrição e análise de uma proposta de intervenção voltada para o estudo da oralidade na escola, resultado de uma dificuldade, diagnosticada em uma turma de 9º ano de uma escola pública de Natal/RN, na produção de gêneros orais formais. A pesquisa nasceu, portanto, da necessidade de se aliar práticas de ensino já existentes envolvendo a escrita, com o trabalho com a oralidade, essa ainda escassamente posta como objeto de ensino-aprendizagem nas aulas de língua portuguesa, apesar de os PCNs preconizarem sua inserção no programa oficial da disciplina. A proposta de intervenção, nesse caso, consiste em uma sequência didática, a qual implica atividades de retextualização (conforme concebido por Marcuschi, 2010) envolvendo o gênero resenha crítica.  A escolha do gênero, nesse sentido, justifica-se pelo fato de a resenha crítica, em uma perspectiva histórica, apresentar uma série de transposições de meio, o que possibilita um trabalho consistente com a escrita e a oralidade. Assim, as práticas pedagógicas consistem, sobretudo, em transposições da resenha crítica da fala para a escrita e da escrita para a fala, tomando-se como referência não apenas o meio de produção (fônico ou gráfico), mas as concepções de oralidade e escrituralidade conforme propostas por Koch & Osterreicher (1990, apud Marcuschi, 2010), segundo os quais essas duas modalidades da língua constituem um continuum, e não realidades estanques e antagônicas. Portanto, a descrição e a análise da sequência didática pretendem apontar práticas pedagógicas que possam contribuir para o ensino de gêneros orais formais na escola.

     

26
  • MIDIAM ARAUJO GOMES
  • PRACTICES OF LETTER (IN) VISIBILIZED IN THE PROOF BRAZIL
  • Advisor : GLICIA MARILI AZEVEDO DE MEDEIROS
  • COMMITTEE MEMBERS :
  • GLICIA MARILI AZEVEDO DE MEDEIROS
  • MARIA HOZANETE ALVES DE LIMA
  • MARCIA CANDEIA RODRIGUES
  • Data: Dec 14, 2015


  • Show Abstract
  • Reframe the teaching-learning process of reading through a literacy project aimed to develop readers skills of students in the 9th grade at a public school in the municipality of Extremoz in Rio Grande do Norte, is the general objective of this project intervention. That's because we understand that the area of skills involving practices of reading may enable every student, higher school success and a considerable improvement in self-esteem; to school, a better Development Index of Basic Education (IDEB) and also better image in society; teachers, the rescue of the sense of accomplishment; Brazil, the inclusion of more citizens prepared to deal with writing the world of school, the national assessment tools, business, economics, among other spheres of human activity. To this end, we take as a starting point the analysis of the evaluation tools adopted by the Federal Government: Proof Brazil. It being understood that an analysis of what is required in this assessment can offer us clues existing mismatches between what is taught and what is learned in the mentioned school, on the one hand, and on the other, which is assessed on that device, we the analysis of the form made available in 2011 by the Institute for Studies and Research (INEP), the diagnostic evaluation of the importance of reading and writing in the lives of teenagers from the 9th grade level of the school in which we operate. Then develop reading and writing workshops; apply simulated with issues available in the INEP site who make up the educational model of the trial Brazil; We did the analysis of the results of simulated and then interviews with the students, divided into small groups. This investigative endeavor, base ourselves on the dialogical conception of language (gem), specifically in Bakhtin (2009) and Stam (1992) and in studies of literacy (KLEIMAN, 2008; TINOCO, 2008) and arising methodological aspect of Applied Linguistics (MOITA LOPES, 1996). The investigative course developed offered subsidies for either a redirection of shares / teaching strategies and for the elucidation of practices (in) visualized involving the participation of students in Brazil Exam, as well as skills and abilities that these practices require and the impacts that an intervention project specifically focused on Brazil Exam can bring the results to be achieved by students who follow.

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