The absence or scarcity of activities aimed at placing students as the protagonists of their learning, as suggested by legal documents such as the 1997 National Curricular Parameters (PCNs) and the 2018 National Common Curricular Base (BNCC), has sparked our interest in multimodal texts and genres, specifically advertising announcements and propaganda. These can stimulate the development of the reading competence among the ninth-grade Middle School students at Elza Bezerril Ribeira Municipal School in Piquiri, located in the rural area of Canguaretama, Rio Grande do Norte. Thus, seeking cognitive and metacognitive reading strategies to mitigate the impacts caused by low interest in reading activities is necessary. In this context, the integration of multimodal languages emerges as one of the numerous possibilities for redefining Portuguese language classes and, consequently, promoting the incorporation of reading and writing initiatives. We will discuss how to develop reading activities that promote autonomy and critical thinking in the classroom. To achieve this goal, we will explore the concept of reading competence proposed in the BNCC (2018), as well as reading strategies proposed by authors such as Koch and Elias (2010), Kleiman (2022), Solé (1998), Koch (2002), and Kato (1998). Regarding discursive genres, we will draw upon the works of Bakhtin (1997) and Bronckart (1999), considering language from discursive and enunciative perspectives rather than focusing solely on its formal specifics. Moreover, in the context of textual genres, we will analyze the contributions of Kress (1989, 2003) and Marcuschi (2007). In terms of multimodality, we will investigate the studies proposed by Dionísio (2005), Kress and Van Leeuwen (2006), Kleiman (2010), Rojo (2013), among others that will form the theoretical foundation of this research, aligning with the official documents: PCN and BNCC. This research aims to understand how the multimodality present in advertising announcements and propaganda genres can contribute to the development of critical and reading competences among the ninth-graders from the school on which we focused our study.

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This master’s dissertation aims to describe actions of a Literacy Project, with an anti-racist nature, developed in order to expand the awareness of ethnic-racial issues related to black people students in a final grade elementary school class at a public school in the State of Rio Grande do Norte. Specifically, the objective is to a) analyze the network of activities of an anti-racist training PL within a school unit; b) identify the discursive genres that emerge in the anti-racist training PL; c) present observed impacts of this social and civic practice. The theoretical framework of this work is based on Literacy Studies, especially literacy practices, literacy events, literacy agents and literacy projects, according to the perspective of Kleiman (2005); Barton and Hamilton (2000); Mey (2001); Bazerman (2007), dialoguing with studies of the dialogical conception of language by the Bakhtin Circle. Methodologically, this intervention research departs from the qualitative paradigm with an ethnographic bias and the vision of a teacher-researcher. It was held at the Francisco Camilo de Souza State School, in Nísia Floresta/RN. Data generation for this research was carried out through classroom intervention from August to December 2023, using observation, questionnaire, personal report, photographic record, video recording and text production as data generation instruments. It is observed that the systematization of Anti-Racist Education in public schools generates the possibility of enhancing the training of educators and students who are aware of the need to position themselves critically in society, coordinating to face the adversities resulting from structural racism.

In this research, we focus on the relations of causality and contrast mobilized in the opinion article genre, through a functionalist pedagogical intervention in a 9th grade class. We aim to investigate the contributions of the linguistic elements of cohesion by connection that establish relationships of causality and contrast from a functional perspective to the development and improvement of the argumentative competence of those students. Our theoretical support is the North American Functional Linguistics (Givón, 1995; Furtado da Cunha; Bispo, 2013) and its correlation with Portuguese language teaching (Bispo; Cordeiro; Lucena, 2022), as outlined in official curriculum documents (Brasil, 1998, 2018). We also mobilized contributions from Textual Linguistics, notably based on Koch (2003, 2010) and Antunes (2005), and Argumentative Semantics, according to Ducrot (1977). Methodologically, this research is predominantly qualitative in nature, involving descriptive and explanatory aspects. The descriptive nature is related to the characterization of the linguistic elements mapped in the students' textual productions, as well as the treatment given to these elements by traditional grammars, based on a bibliographical survey. The explanatory aspects are due to the analysis and interpretation of the material generated in the intervention process. As results, we highlight that the students (a) used the items pois (because) and mas (but) more frequently than the other ones in the two versions of the opinion article when establishing causal and contrastive relationships, respectively, a fact which we relate to the principles of iconicity and marking; (b) used cohesive elements of causality and contrast in an appropriate manner, from a semantic-pragmatic point of view, in the two versions of the article; (c) in the last version, they managed to improve the writing of the opinion article, in terms of structural and linguistic aspects, based on the revision and rewriting carried out, although some weaknesses remained. We can therefore see that the didactic sequence applied gave the students a new view of the use of cohesive elements of causality and contrast and the need to adapt them to the communicative event. We can also attest to the importance and positive effects of approaching grammar topics from a functionalist perspective associated with official curriculum guidelines. This perspective gave the teacher-researcher the opportunity to explore with her students linguistic mechanisms by connection in authentic texts, explaining the functionality of these elements in textual organization, in the construction of meanings and in the argumentative direction of opinion articles.

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.

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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".

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.

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.

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.

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).

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.

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).

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.

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.

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.

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.

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.

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).

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).

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.

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.

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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.

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.

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.

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.

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.

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.

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

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.

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).

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.

Em produção.

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.

Em elaboração.

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.   

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.

.

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.

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 (1^st PR), second rewritten production (2^nd 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. 

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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.

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.

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. 

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.

"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).

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.

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.

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.

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.  

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.

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.

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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.