|
Dissertations |
|
1
|
-
MACIO ROGÉRIO DO RÊGO URBANO BENÍCIO
-
HETEROGENEIDADES ENUNCIATIVAS EM ATIVIDADES DE RETEXTUALIZAÇÃO POR ALUNOS DO 7° ANO DO ENSINO FUNDAMENTAL II: DO RELATO ÀS MEMÓRIAS LITERÁRIAS
-
Advisor : ROSÂNGELA ALVES DOS SANTOS BERNARDINO
-
MEMBROS DA BANCA :
-
ROSÂNGELA ALVES DOS SANTOS BERNARDINO
-
ADY CANÁRIO DE SOUZA ESTEVÃO
-
CRÍGINA CIBELLE PEREIRA
-
CRISTIANE MARIA PRAXEDES DE SOUZA NÓBREGA
-
EMILIANA SOUZA SOARES
-
Data: Feb 27, 2023
-
-
Show Abstract
-
In general, this work aims to analyze the enunciative heterogeneities and the construction of points of view in literary memories produced by students of the 7th grade of Elementary School. We specifically aim to: (i) describe the re-textualization process from the personal report genre to the literary memoirs genre; (ii) identify the voices present in the students' literary memories, by verifying how they build their own points of view in dialogues with these voices; (iii) interpret the effects of meaning produced from other discourses present in the students' literary memories. For this study, we applied a sequence of 03 (three) workshops in a public school in Paraíba, Brazil. This research is an applied nature, as it intends to generate new knowledge and, at the same time, to solve problems; it’s also practice, as it is characterized by intervening in the context of the researcher and the researched and empirical, as it is based on observation and life experiences. This research is exploratory, that is, it brings the researcher closer to the investigated phenomenon, in addition to expanding knowledge about the chosen topic. It is descriptive-interventive, and it follows a qualitative approach to the data. It can be considered an action research, as the researcher and the participants of the situation or problem are involved in a cooperative and interactive way. The corpus consists of the students' text productions. Theoretically, we are based on the postulates and ideas of Bakhtin (2016), Possenti (2009) and Maingueneau (2013). We also rely on Alain Rabatel's Point of View Theory (2016, 2021), which dialogues with the category of enunciative heterogeneities, by Jaqueline Authier-Revuz (1990, 2004, 2007 and 2011). We discussed the genre literary memoirs and retextualization from the discussions of Marcuschi (2010). We approach the concepts of text, reading, text production and creative writing based on discussions by Geraldi (2013), Elias and Koch (2008), Roxane Rojo (2015), and the Brazilian educational guidelines PCNs and BNCC. In addition, we considered the theoretical reflections of Moran (2015), Rojo and Barbosa (2015) on educational technologies. The results of the analyzes show that the aluno narrans (paraphrasing Rabatel) is able to constantly dialogue with several other discourses, whether that student is aware of it or not, explicitly or implicitly. The student is able to put him/herself in the other's shoes and speak from the perspective of others, besides he/she knows how to express opinions and elaborate a point of view on the themes proposed in school activities. Some of them with more skill, others with less, the students are creative and They know how to dialogue with and through each other. However, living in the classroom is challenging in relation to the process of gaining students' attention, because not all of them participated in the intervention. We aim this research reach both academics and teachers in the elementar school network, which can arouse interest in reflection on the writing and rewriting of texts in the classroom. It is evident that the results of this research cannot be seen as finished practices, as it was an experience that will lead us to many others. We hope that it will collaborate and further enrich the discussion around discursive genres, more specifically, literary memoirs.
|
|
2
|
-
LINDENBERG RIBEIRO DA SILVA
-
APORTES DE LOS TEXTOS LITERARIOS A LA FORMACIÓN HUMANA DE LOS ESTUDIANTES LECTORES
-
Advisor : CONCÍSIA LOPES DOS SANTOS
-
MEMBROS DA BANCA :
-
CONCÍSIA LOPES DOS SANTOS
-
ELIANA PEREIRA DE CARVALHO
-
EMANUELA CARLA MEDEIROS DE QUEIROS
-
MARIA INÊS PINHEIRO CARDOSO
-
Data: Mar 31, 2023
-
-
Show Abstract
-
Contribuciones del texto literario en la formación del sujeto es tema de interés de docentes y pesquisadores, tales como, Antonio Candido (1972), Michéle Petit (2010), Tzvetan Todorov (2009) y muchos otros que fundamentaron la pesquisa aquí desarrollada. Objetivando analizar la ocurrencia de contribuciones del texto literario en la formación del sujeto, este trabajo investiga tales registros en el ámbito de las clases de lengua portuguesa, ocurridas a lo largo del año lectivo de 2021, en la turma de Oitavo Ano B de la Escola de Ensino Fundamental e Médio Padre Rocha, en Fortaleza, capital de Ceará. Conforme preconiza la metodología de la pesquisa-acción, en cuya base este estudio asentó sus pilares, fueron planeadas y desarrolladas etapas que nortearon la realización de cada objetivo trazado. Como objetivo general, este estudio visó identificar qué contribuciones el texto literario aporta en la formación del alumno lector de la turma analizada. La pesquisa puesta en acción usó la metodología de la pesquisa-acción educacional, así como sus herramientas de coleta y análisis, tales como, la grabación y la aplicación de cuestionário de pesquisa de opinión. La metodología fue puesta en práctica tomando como referencial teórico los autores ya anunciados, que son Candido (1972), Petit 2010) y Todorov (2009). La conclusión resultó en una lista de contribuciones que la lectura de textos literarios aportó en la formación del sujeto lector de la turma del Octavo Año B del año de 2021 de la Escola de Ensino Fundamental e Médio Padre Rocha, en Fortaleza, capital de Ceará.
|
|
3
|
-
ANTONIA CÍCERA SILVA
-
“Argumentação em memes produzidos por alunos do 9⁰ ano da Escola Francisco Castelo de Castro em Farias Brito - CE”
-
Advisor : CLÉCIDA MARIA BEZERRA BESSA
-
MEMBROS DA BANCA :
-
CLÉCIDA MARIA BEZERRA BESSA
-
CRÍGINA CIBELLE PEREIRA
-
ANTONIO FLÁVIO FERREIRA DE OLIVEIRA
-
MARIA VANICE LACERDA DE MELO BARBOSA
-
Maria do Socorro Cordeiro de Sousa
-
Data: Apr 25, 2023
-
-
Show Abstract
-
This research constitutes an investigation into how 9th grade students, from EEF Francisco Castelo de Castro, from Nova Betânia district, Farias Brito-CE, produce arguments in memes. In view of this investigative object, our main objective is to analyze, based on Perelman and Tyteca's theory of argumentation, the proposal for teaching the meme genre in Portuguese Language classes at this school. As for the specific objectives, we highlight: (1) collecting internet memes, based on conceptual elements contemplated in the Theory of Argumentation (thesis, technique, value, hierarchy and place of argumentation) for the composition of the material of the Didactic Sequence-DS; (2) Teach the student to argue so that he can experience situations of language use and constitute himself as a citizen. (3) understand situations of language use in the classroom, focusing on the composition of the argumentation operated in the meme genre; (4) Analyze the DS that constituted the research corpus and, with it, identify defended positions in the act of arguing to convince. (5) to know the argumentative strategies used by students in the composition and presentation of their speech in meme. To achieve these objectives, we base ourselves on key concepts about theses, techniques, values, hierarchies and places of argumentation established by the theoretical point of view of argumentation in the perspective of New Rhetoric, through the theory of argumentation by Perelman and Tyteca (2005) and in Perelman's “Rhetorical Empire” (1992); otherwise, we rely on research by Abreu (2009), Reboul (1998), Souza (2008), Lima (2020) and others who present relevant reflections on argumentation. Through the studies of Bakhtin (1992), Marcuschi (2005/2008) we understand language in the dialogical sense and the textual genre as a social practice that materializes in the text. The PCN (1998), BNCC (2017), Antunes (2009 and 2003), Nascimento (2012) and others support the discussion about teaching Portuguese with a focus on the textual genre. With regard to the meme genre, we are anchored in Chagas (2020) who presents the culture of memes, defining it as a multimodal genre. In view of this fact, we take as a contribution the study of Moran (2013), Rojo (2012 and 2013), etc. whose approaches are based on multimodality in teaching.The research is qualitative in nature. It is an action-research, with an interventional methodology, based on the application of the intervention project to verify how the students operate the argumentation in the writing of memes and to obtain the corpus. The methodology here focuses on the rereading of memes and on the didactic sequence based on Dolz, Noverraz and Schneuwly, (2004) for the writing and analysis of 10 memes produced by the students. In the analysis, it was understood how student writers organize and make use of argumentation, considering theses, techniques, values, hierarchies and argumentative places. These dialogical situations of meme production with a focus on argumentation contribute to the significant formation of students, since teaching Portuguese and gender improves communication. Thus, the work is structured in a didactic sequence that allows students to appropriate the meme genre, while fulfilling the social function of promoting linguistic knowledge as an instrument of critical discourse in which argumentation is present.
|
|
4
|
-
MÁRCIA MATOS BARBOSA
-
LITERARY LITERARY: STUDYING POETRY IN YOUTH AND ADULT EDUCATION IN ELEMENTARY SCHOOL
-
Advisor : ANTÔNIA SUELI DA SILVA GOMES
-
MEMBROS DA BANCA :
-
ANTÔNIA SUELI DA SILVA GOMES
-
EMANUELA CARLA MEDEIROS DE QUEIROS
-
ADY CANÁRIO DE SOUZA ESTEVÃO
-
ANA PATRICIA SÁ MARTINS
-
DOROTEA FRANK KERSCH
-
Data: Apr 27, 2023
-
-
Show Abstract
-
The Dissertation addresses propositions of reading activities with a textual focus on poetry and involving social agents of reading in school practices in a corpus built with students from the Education of Youth and Adults (EJA) of elementary school, from a public school located in the south zone of Fortaleza, in Ceará. The general objective is to promote literary reading as a center of learning to contribute to the formation of subject-readers in EJA. research approach is inspired by the steps of epistemological-action research, subject to changes in the stages of the process due to the interactive content with the agents involved. The basic data collected, such as reports and a questionnaire, reveal experiences of the school community and the levels of literacy to experience the Basic Poetic Sequence Proposal (PSBP) in which it is inserted and adapted to the social reality of the subjects in practices of workshops by generating themes for reading, researching and reproducing texts with a humanized approach in stages of motivation, introduction, appreciation and materialization. The theoretical scope is based on Álvares (2012), Arroyo (2017), Freire (1984) and Soares(2009) for the understanding of the subjects: educator and young-adult-worker student in EJA. Studies of literacy and literary reading are based on Kleiman (1995, 2001, 2007) Lajolo (1993, 2001, 2018), Cosson(2009), Rouxel (2012) and Todorov (2009); the review of Applied Linguistics with SILVA (2021) and poetic elements in Cândido (2004), Pinheiro, H. (2018) and Moisés (2019). The study's considerations lead to the proposition of reflections on the pedagogical practice in EJA and the specificities of the textual aesthetics of the poem, with the analysis of the instruments in the stages of the experimental research process and the adaptable proposals as a contribution to literary literacy as a value main in learning, in which the poetic events proposed to the subject-students and to the EJA social educators improve the daily knowledge dialogue between school practices and academic discourses.
|
|
5
|
-
SANDRA REGINA SILVA DE ALMEIDA
-
O PROCESSO DE RETEXTUALIZAÇÃO NA PRODUÇÃO ESCRITA DO GÊNERO BIOGRAFIA
-
Advisor : CRÍGINA CIBELLE PEREIRA
-
MEMBROS DA BANCA :
-
CLÉCIDA MARIA BEZERRA BESSA
-
CRÍGINA CIBELLE PEREIRA
-
JOSINALDO PEREIRA DE PAULA
-
LORRAINE DE SOUZA PEREIRA
-
SAYONARA ABRANTES DE OLIVEIRA UCHOA
-
Data: Apr 27, 2023
-
-
Show Abstract
-
In this dissertation, the retextualization in the written production process of the biography genre produced by students of the 9th year of Elementary School of a public school in the interior of the state of Pará will be approached. Having as main objective to analyze the process of retextualization of the genre interview for the genre biography, considering its compositional structure and the operations of retextualization. To direct studies on discursive genres, support was sought in Bakhtin (2011) and to guide studies on the use of oral and written genres in school, theoretical basis was sought in Dolz, Noverraz and Schneuwly (2004) and Marcuschi (2008, 2010), among others. Supported the characterization of the biography genre by authors such as: Dosse (2009), Cardoso (2012) and Saraiva, Schemes and Araújo (2011). The retextualization process is based on the studies of Marcuschi (2010) and Dell'Isola (2007). For the basis of the application of the didactic sequence as a tool in the activity of text production, we resorted to group studies from Geneva (Dolz, Noverraz and Schneuwly, 2004), as well as to official documents that guide the teaching of Portuguese in Elementary School – National Curriculum Parameters - PCN (2008) and the National Common Curricular Base – BNCC (2017), among others. The methodological route sought theoretical foundations in Bogdan and Biklen (1994), Bortoni-Ricardo (2008), Thiollent (2011), based on which we describe qualitative, applied and interventional research; the subjects involved; the characterization of the construction of the corpus obtained through an intervention in the classroom carried out from the application of a didactic sequence that supported the data collection. In this way, the interview will be transcribed and then retextualized into the format of a written biography. It is hoped, therefore, that these activities will help us to facilitate the student's learning in the processes that involve written production, favoring him a better understanding of the functioning of his own language and consequently also helping him in the development of his social practices and in the process building their citizenship.
|
|
6
|
-
SANDRA REGINA SILVA DE ALMEIDA
-
O PROCESSO DE RETEXTUALIZAÇÃO NA PRODUÇÃO ESCRITA DO GÊNERO BIOGRAFIA
-
Advisor : CRÍGINA CIBELLE PEREIRA
-
MEMBROS DA BANCA :
-
CLÉCIDA MARIA BEZERRA BESSA
-
CRÍGINA CIBELLE PEREIRA
-
JOSINALDO PEREIRA DE PAULA
-
LORRAINE DE SOUZA PEREIRA
-
SAYONARA ABRANTES DE OLIVEIRA UCHOA
-
Data: Apr 27, 2023
-
-
Show Abstract
-
In this dissertation, the retextualization in the written production process of the biography genre produced by students of the 9th year of Elementary School of a public school in the interior of the state of Pará will be approached. Having as main objective to analyze the process of retextualization of the genre interview for the genre biography, considering its compositional structure and the operations of retextualization. To direct studies on discursive genres, support was sought in Bakhtin (2011) and to guide studies on the use of oral and written genres in school, theoretical basis was sought in Dolz, Noverraz and Schneuwly (2004) and Marcuschi (2008, 2010), among others. Supported the characterization of the biography genre by authors such as: Dosse (2009), Cardoso (2012) and Saraiva, Schemes and Araújo (2011). The retextualization process is based on the studies of Marcuschi (2010) and Dell'Isola (2007). For the basis of the application of the didactic sequence as a tool in the activity of text production, we resorted to group studies from Geneva (Dolz, Noverraz and Schneuwly, 2004), as well as to official documents that guide the teaching of Portuguese in Elementary School – National Curriculum Parameters - PCN (2008) and the National Common Curricular Base – BNCC (2017), among others. The methodological route sought theoretical foundations in Bogdan and Biklen (1994), Bortoni-Ricardo (2008), Thiollent (2011), based on which we describe qualitative, applied and interventional research; the subjects involved; the characterization of the construction of the corpus obtained through an intervention in the classroom carried out from the application of a didactic sequence that supported the data collection. In this way, the interview will be transcribed and then retextualized into the format of a written biography. It is hoped, therefore, that these activities will help us to facilitate the student's learning in the processes that involve written production, favoring him a better understanding of the functioning of his own language and consequently also helping him in the development of his social practices and in the process building their citizenship.
|
|
7
|
-
PAULO JAKSON DA COSTA
-
BELIEFS AND EXPERIENCES OF TEACHERS AND STUDENTS ABOUT READING AND THE USE OF DIGITAL TECHNOLOGIES IN PORTUGUESE LANGUAGE CLASSES
-
Advisor : MARCOS NONATO DE OLIVEIRA
-
MEMBROS DA BANCA :
-
ANTÔNIA SUELI DA SILVA GOMES
-
CONCÍSIA LOPES DOS SANTOS
-
MARCOS NONATO DE OLIVEIRA
-
JOSÉ MARCOS ROSENDO DE SOUZA
-
LEANDRO GUIMARÃES GARCIA
-
Data: Apr 27, 2023
-
-
Show Abstract
-
At school there is the effort for that students exercise their rights and duties consciously and fully. The foundation for these purposes to occur is reading. Notably, that factors external to the school, such as the present culture, influence the product. In the same way, aspects such as students and teachers beliefs may interfere throughout the teaching-learning process. The success of this process is in the balance of the participant’s beliefs and in the exchange of successful experiences. With this, our study has as main aim of analyzing the contributions of student’s experiences with literary memories in reading classes. For this analysis, we had the participation of fifteen 7th grade students and three Portuguese language teachers. To collect and analyze the data, we adopted a qualitative approach, using semi-structured questionnaires, applied to the participants and analyzed from the belief studies proposed by Miccoli (2005, 2007), Barcelos (2001, 2004, 2007), Oliveira (2007, 2017, 2019, 2020) e Morin (2000). Through data analysis, an attempt was made to structure a booklet with suggestions for reading activities and the use of digital tools, based on the scaffolding reading proposed by Graves and Graves (1995). The theoretical basis was constituted and based on authors such as: Freire (1987, 1989), Graves e Graves (1995), Solé (1998), Colomer; Camps (2010) e Marcuschi (2008) que apontam sobre as concepções e estratégias de leitura e Rojo (2002, 2012), Moran (2007, 2013) e Kenski (2012), that discuss the role of digital technologies in education. The results show that students believe in the importance of reading and that they need help to advance. With regard to teachers, with regard to teachers, despite being aware of the obstacles to reading proficiency, they believe in their students' learning potential. Thus, this research intends to encourage reflections on reading practices in the context of the school as a way to collaborate for the improvement of teaching, through the exploration of literary memories in the classroom, the use of digital technologies and pedagogical practices based on and capable of engaging teachers and students so that they become reflective subjects in the teaching-learning process, which can teach and learn in a pleasant and meaningful way.
|
|
8
|
-
VALDILENE GOMES DE MORAIS
-
INTERTEXTUALITY IN TEXTS WRITTEN BY ELEMENTARY SCHOOL CHILDREN
-
Advisor : ANANIAS AGOSTINHO DA SILVA
-
MEMBROS DA BANCA :
-
ANANIAS AGOSTINHO DA SILVA
-
ANTÔNIA SUELI DA SILVA GOMES
-
MARIA GORETE PAULO TORRES
-
MARIA DA GRAÇA DOS SANTOS FARIA
-
Data: Apr 28, 2023
-
-
Show Abstract
-
In order to intervene in the students' learning process, we present a proposal that aims to develop a work focused on the use of reading and writing involving the short story genre. In this way, we seek to give the student the opportunity to understand reading as an attribution of meaning to the text, performed in a critical way, and in relation to writing, to implement intertextuality as a tool to awaken the reflexive position due to its importance for the construction of texts and meanings. Thus, the general objective of the work is: to analyze texts by students in the 4th grade of elementary school, in order to observe the intertextual relations established for the construction of meaning with other texts of their knowledge; and the specific objectives are: i) to understand intertextuality as an element of construction of meaning in children's short stories; ii) analyze which types of intertextuality are most frequently present in the students' written productions; iii) elaborate a reading and writing work proposal focusing on intertextuality and written production skills from the children's short stories. As for the methodological procedure, it is an applied research, with a qualitative approach, defined as an interventional action research. The corpus of the analysis is composed of texts belonging to the short story genre, carried out during pedagogical workshops with 4th grade students. The purpose of the study is to work on the intertextual relations that the texts may establish, contributing to the students' practice of textual production. Data analysis, according to the delimitation of the research, will have an interpretative nature, as it analyzes the students' textual productions. The work is carried out in a public school in the city of Juazeiro do Norte/CE. For the theoretical-methodological basis of this research, we list studies from Silva (2018), Bentes (2006), Mascuschi (2008; 2010), Koch and Elias (2008), Cavalcante (2012), Carvalho (2018), Bakhtin ( 1986, 1997) among other authors, as well as official documents drawn up by the Ministry of Education. The research seeks to contribute to the discussion about the reading and writing activities that students are developing in the classroom. In addition, we intend to discuss the strategies that we can use to improve the pedagogical practice in elementary school, in order to enable concrete and meaningful situations of textual production.
|
|
9
|
|
|
10
|
-
CARLOS ANDRÉ DE ARAÚJO
-
COMPREENSÃO TEXTUAL NO LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA: UMA ANÁLISE DAS ATIVIDADES DE LEITURA E PRODUÇÃO DE SENTIDO
-
Advisor : ANANIAS AGOSTINHO DA SILVA
-
MEMBROS DA BANCA :
-
ANANIAS AGOSTINHO DA SILVA
-
ANTÔNIA SUELI DA SILVA GOMES
-
MARIA GHISLENY DE PAIVA BRASIL
-
Data: Jul 14, 2023
-
-
Show Abstract
-
The present work shows the results of a research on comprehension learning and reading of 74 students from two classes of the 9th grade, from a public school in the city of Teresina - PI, particularly regarding textual comprehension in the Portuguese language textbook. The general objective for this research was to analyze how the approach to textual comprehension in Portuguese language textbooks takes place. In order to reaching this objective, the following specific objectives were adopted: To investigate the textual comprehension from didactic materials (textbook) used by students of the 9th year of Elementary School; to examine the comprehension of students participating in the research through pre-tests; to develop an intervention proposal that didactically contributes to the comprehension and interpretation of texts. In this way, an intervention proposal was elaborated aiming to expand the possibilities of comprehension and reading. To support the analysis and intervention proposal, the works of Marcuschi (2008), Koch and Elias (2002, 2007, 2012, 2022), Pauliukonis (2019, 2021) and also scholars from other areas such as: Charaudeau ( 2010, 2011, 2020) of Semiolinguistics; Dascal (2006) from Pragmática; Leffa (2012) from Applied Linguistics; Solé (2014) from Educational Psychology. An applied, qualitative methodology of an interventional nature was used from the analysis of the data obtained in the answers given to the pre-test of comprehension and in the three pedagogical workshops of comprehension held. The research exposes a systematic intervention proposal, related to the teaching of comprehension and reading aiming to expand the understanding. The results show that students perform more literal comprehension instead of inferential, even with the advances proposed in the textbook.
|
|
11
|
-
ANNIELLY DE BRITO
-
DISCURSIVITIES AND ETHNIC-RACIAL RELATIONS: A PROPOSAL FOR ANTI-RACIST READING IN ELEMENTARY SCHOOL
-
Advisor : ADY CANÁRIO DE SOUZA ESTEVÃO
-
MEMBROS DA BANCA :
-
ADY CANÁRIO DE SOUZA ESTEVÃO
-
ALEKSANDRA NOGUEIRA DE OLIVEIRA FERNANDES
-
CRÍGINA CIBELLE PEREIRA
-
FRANCISCA MARIA DE SOUZA RAMOS LOPES
-
JOSÉ ERIMAR DOS SANTOS
-
Data: Nov 30, 2023
-
-
Show Abstract
-
Located in Discourse Analysis, this research presents a proposal for pedagogical work for mother tongue teachers, specifically Portuguese in the 8th year of Elementary School regarding anti-racist reading. The general objective of the study is to propose discursive pedagogical work in the context of education for ethnic-racial relations in anti-racist reading practices based on Instagram posts with 8th year elementary school students. For this, the theoretical foundations of power from Foucault (2005), the discursive studies of Pêcheux (1997) and Orlandi (2005) and ethnic-racial relations from Gomes (2002), Souza (2005) and Munanga are used. (2005). We also bring the contributions of reading as a social factor by Leffa (1996), as well as the guidelines of Law 10,639/2003 and its Guidelines and the education plan on ethnic-racial diversity at school (2004). Regarding the methodology, it is an interpretive qualitative research, with action research, through the generation of data through conversation circles and educational workshops in the classroom. As a result, we present a pedagogical notebook composed of two conversation circles and four workshops with texts that circulate in society to support teachers in anti-racist reading activities in the 8th year of Elementary School, which can be adapted to other years of this school stage. The work enables various discussions, reflections and productions on ethnic-racial relations, which are generally neglected in the school curriculum, providing the opportunity for a democratic look at the teaching of the Portuguese language and related areas.
|
|