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1
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JORGE DOS SANTOS RIBEIRO
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“IT’S SALT, PIVETE”: SOCIOLINGUISTICS,
THE AFFECTIVENESS AND THE PLAYFUL AS ALTERNATIVES FOR THE TEACHING OF WORD CLASSES.
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Leader : GUIANEZZA MESCHERICHIA DE GÓIS SARAIVA MEIRA
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MEMBRES DE LA BANQUE :
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GUIANEZZA MESCHERICHIA DE GÓIS SARAIVA MEIRA
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CARLA DANIELE SARAIVA BERTULEZA
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DANIELLE BRITO DA CUNHA
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Data: 31 mars 2023
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Afficher le Résumé
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Portuguese language classes went through a process of intense transformations. What was previously limited to classifying words and phrases of basic phrases in a context, gave space to ludic activities, in which affective and sociolinguistic aspects are seen as priorities in post-modernity. Based on this premise, it constitutes as a general objective of this research to investigate how Sociolinguistics, questions affective/emotional skills and ludic teaching are interrelated in the teaching- learning word classes in Elementary School final years. To reach such objective, we will use, in particular, the contributions of Antunes (2003); of the official documents, such as the National Curriculum Parameters (1997) and the Base National Common Curricular (2017); from Kishimoto's discussions (2011); de Almeida (2001) and by Luckesi (2022). As for the methodological aspects, it is possible to state that this work is characterized as a qualitative-interpretative research (MINAYO, 2002), (MOITA LOPES, 1994). The pedagogical notebook, corpus of this research, includes an adaptation of the UNO deck, a very popular card game among adolescents and young people, from different social classes, with a focus on teaching social classes grammatical elements, among which stand out the noun, the adjective, the verb and the adverb. As previous results, it is possible to infer that, when going through ludic activities such as practice, pedagogical students tend to show greater interest in classes, in addition to these, they contributed to the development of self-esteem, to the construction of affective ties and for the management of emotions, since reading experiences critical, reflective writing and oral practices, providing student protagonism and the valuation of the individual as a being immersed in a plural society, with dialects and experiences.
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2
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MONICA GUEDES FERREIRA
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SOCIOLINGUISTIC PEDAGOGY: DIDACTIC PROPOSAL WITH THE GENRES MEMES AND STRIPS FOR 8TH AND 9TH GRADE STUDENTS.
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Leader : GUIANEZZA MESCHERICHIA DE GÓIS SARAIVA MEIRA
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MEMBRES DE LA BANQUE :
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GUIANEZZA MESCHERICHIA DE GÓIS SARAIVA MEIRA
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JOÃO BATISTA DA COSTA JÚNIOR
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VICTOR RAFAEL DO NASCIMENTO MENDES
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Data: 3 avr. 2023
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Afficher le Résumé
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Social networks are present, in large numbers, in the daily lives of students. and teachers. In these environments, we notice a growing increase in genres multisemiotics, especially those of a humorous nature. Thus, we consider great importance to discussions about multiliteracies, because the genres that circulate on the internet require new skills from readers. Furthermore, the presence of linguistic varieties in memes, strips, reels and cartoons has been gaining great adherence and also serve as a humor resource. In this sense, this research has with the objective of proposing a work that contemplates linguistic variations, based on the meme and comic textual genres, with a view to forming students capable of respecting the different uses of language and, consequently, that value linguistic diversity that real uses effect in social practices. Methodologically, our study characterizes as qualitative and presents a proposal for a pedagogical notebook with a focus on in the 8th and 9th years of Elementary School, making use of humorous genres that circulate on the internet. We will take as a basis the following theoretical references: Antunes (2003; 2007), regarding the teaching of the Portuguese language, Bagno (2007, 2013) and Bortoni-Ricardo (2005), about linguistic variations, Marcuschi (2008), about the textual genres, Rojo (2012; 2015) with the notion of multiliteracies and the discussions about the humor present in Possenti's texts (1998; 2018). we got how result in more creative and up-to-date approaches to the Portuguese language, which can be used by the teacher, based on texts that circulate on social networks, enabling students to better understand the dynamics of the mechanisms linguistic, which go beyond grammatical rules.
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3
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MARIA DE FÁTIMA DA SILVA
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READING AND PRODUCING MEANING IN ELEMENTARY EDUCATION: a proposal for a didactic sequence through the short story
Um apólogo
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Leader : NÁDIA MARIA SILVEIRA COSTA DE MELO
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MEMBRES DE LA BANQUE :
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LILIAN DE OLIVEIRA RODRIGUES
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NÁDIA MARIA SILVEIRA COSTA DE MELO
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ELIANA CRISPIM FRANÇA LUQUETTI
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Data: 14 avr. 2023
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Afficher le Résumé
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The work analyzes comprehensive reading and the production of meaning from the short story genre, considering that Portuguese language teaching is centered on the text, constituting an interactive activity of fundamental importance for the communicative development and for the formation of proficient readers. In this sense, this work seeks, through the short story Um Apólogo by Machado de Assis, to work on the reading and production of meaning by 9th grade students. The research proposes a didactic sequence (COSSON, 2007) based on the short story genre that prioritizes the insertion of a canonical work in the final years of Elementary School, thus contemplating a teaching based on literary literacy, thus expanding the textual, linguistic repertoire and literary of the readers. Regarding theoretical issues, we resort to studies of literary literacy and textual linguistics, focusing on studies by Cosson (2007), Gotlib (2006), Antunes (2003; 2009), Koch (2008; 2015), among others. In line with the defended perspective, we will also resort to the guidelines of Brasil (2018) to support the pedagogical guidelines made available to basic education teachers. Our work is purposeful and aims to offer Portuguese Language teachers in basic education a reference material for the study and application of the didactic sequence in their classes.
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4
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ROGERLANE FERREIRA VERAS
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Reading and writing in Youth and Adult Education (EJA): frequent challenges in emerging contexts
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Leader : FRANCISCO CANINDÉ DA SILVA
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MEMBRES DE LA BANQUE :
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DIVOENE PEREIRA CRUZ
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FRANCISCO CANINDÉ DA SILVA
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WELLINGTON VIEIRA MENDES
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Data: 4 mai 2023
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Afficher le Résumé
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This research work has as its theme reading and writing in Education of Young People and Adults (EJA), highlighting recurrent challenges, facing the social demands. It starts with the following problem: what happens characterizing reading and writing difficulties for IV students EJA level? In view of the proposed question, the following were established: objectives: To study problematizing contexts of reading learning and writer for IV Level EJA students; reflect on the literature specialist, factors and contexts that have been producing difficulties in reading and writing in EJA students; (c) recognize, through training workshops textual production, situations that are characterized as difficulties of learning to read and write for EJA students; create, within of the pedagogical workshops, didactic alternatives of reading and writing that collaborate with the reading and writing training of EJA students. A qualitative approach methodology, was developed through Workshops Pedagogical, involving 15 students in the textual production of the genre Curriculum Vitae, relevant object to be learned in this teaching modality where the majority of students are working people. The results indicate that, despite their limitations in learning, the students had a greater motivation in the construction of the learning of the worked genre. Such learning can help improve interpersonal relationships and professionals of these students, collaborating with their social development.
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5
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MARGARENE ARAÚJO DA SILVA
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BLACK MUSIC FROM THE PERIPHERY IN THE EJA CLASS – EMERGING LANGUAGE AND CULTURAL REPRESENTATION
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Leader : FRANCISCO CANINDÉ DA SILVA
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MEMBRES DE LA BANQUE :
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DIVOENE PEREIRA CRUZ
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FRANCISCO CANINDÉ DA SILVA
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WELLINGTON VIEIRA MENDES
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Data: 25 mai 2023
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Afficher le Résumé
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One of the challenges posed to work with Youth and Adult Education (EJA) refers to reading and textual interpretation activities. This way, this work focuses on the development of music in the classroom black people from the periphery, with an emerging language and representativeness culture of a people that suffers from prejudice, with regard to issues sociocultural. It is known that working with music, as a textual genre in reading and textual interpretation classes, presents itself as a possibility possible didactic-methodological approach in the context of recognition and appreciation of the knowledge of young, adult and elderly black people residing in peripheries. In this sense, the following objectives were established: (a) Understanding how black music from the periphery can contribute to the learning and development of the Portuguese language by students of EJA; (b) Map the musical universe of EJA students, recognizing languages, trends, ethnic-racial relations and places of consumption; (w) To analyze how the genre of musical language produced by black people, residents of the periphery, collaborate with their representativeness and appreciation sociocultural; (d) Create, based on the pedagogical workshops, podcasts with the production of the textual genre music, legitimizing cultural practices of EJA students. Methodologically, we used bibliographical research; conversation circles, to identify the uses of black music in the periphery, for EJA students. Then, pedagogical workshops were held, whose objective is to favor the reading and interpretation of musical texts in a meticulous and in-depth, so that students reflect, from the text, their social reality. Still as a qualitative methodological procedure, podcast scripts were produced as a final product of the research process. In this way, we reach the periphery by working on self-esteem, raising and culturally valuing what students are, live and practice, without deny their ethnic origins and ancestry.
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6
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ROGERIO ALVES ROSA
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CORDEL LITERATURE, AN OPEN WINDOW IN A CLASSROOM IN THE SEMI-ARID
BAIA: FOR THE (RE)AFFIRMATION OF OUR STUDENTS’ NORTHEASTNESS
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Leader : FRANCISCO AFRÂNIO CÂMARA PEREIRA
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MEMBRES DE LA BANQUE :
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ANTÔNIO LOUREIRO DA SILVA NETO
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FRANCISCO AFRÂNIO CÂMARA PEREIRA
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LILIAN DE OLIVEIRA RODRIGUES
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Data: 29 juin 2023
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Afficher le Résumé
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The northeast has always been seen and cited as a hostile region, where the hot climate and the caatinga vegetation contribute to this distorted view of the semi-arid region. It is necessary to demystify this erroneous idea about the aforementioned region and demonstrate how rich and diverse it is, representing opportunities and great potential. We have as a scenario a school located in the semi-arid region of Bahia and as characters 8th grade students who live in the region and suffer from the way the place where they live is seen. It is in this context that cordel literature emerges as a possible window to contrast with the pejorative and mistaken image of the northeastern semi- arid region and, more forcefully, the semi-arid region of Bahia. The proposed challenge was to embark on the charms of being (so) northeastern, through verses from strings that portray the wealth, potential and opportunities that the region offers. The voices of the cordelistas, in this study, rescue an important part of the history of popular literature in the region and provide pillars capable of (re)signifying the northeastern semi-arid region. In the intervention, activities were developed through reading workshops, suggested by studies of literary literacy by Cosson (2007) and Pinheiro and Marinho (2012), which portray the importance of cordel in the classroom. The possible results of this interventional action with the use of string in teaching activities point to the (re)affirmation of our students' northeasternity, freeing them from prejudiced speeches and impressions propagated about our region.
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7
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LEIDIANE MONTEIRO FERREIRA
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READING PRACTICES AND ANTI-RACIST EDUCATION AT SCHOOL
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Leader : FRANCISCA MARIA DE SOUZA RAMOS LOPES
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MEMBRES DE LA BANQUE :
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FRANCISCA MARIA DE SOUZA RAMOS LOPES
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ADY CANÁRIO DE SOUZA ESTEVÃO
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Ana Gabriella Ferreira da Silva Nóbrega
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Data: 1 sept. 2023
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Afficher le Résumé
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Problematizing the theme of ethno-racial diversity at school is one of the ways to broaden the understanding about the history of black people in our country, as well as a great challenge for some educators. Even though law 10.639/2003 is in force nationwide, which implements the mandatory study of African history and culture in school curricula, many educational programs have not yet included systematized studies on this subject in the school curriculum. In this sense, this paper proposes to discuss language practices that respect and value diversity, identity and self-esteem of black students. Methodologically, a qualitative-interpretativist approach is used (MOITA-LOPES, 1994). The materiality for the discourse analysis will be from statements of the literary works Leiza, um conto de Cabelos (SILVA, 2017), Refazendo o caminho, um reencontro com a nossa história (COLAÇO, 2017) and Zaki (PINTO, 2017), which have inspirations in the experiences carried out in the scope of the Beberibe Multicor Project: for a childhood without racism (LIMA, 2015). The approach is supported by theorizations on reading and sense production (PECHEUX, 1997, 2008 and ORLANDI, 2008, 2013) and racism (ALMEIDA, 2018; CAVALLEIRO, 2001 and MUNANGA, 2005).
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8
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RAQUEL OLIVEIRA DE ARAUJO
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INTERDISCOURSE AND BLACK FEMINISM: PORTRAITS OF EXPERIENCES READERS IN ELEMENTARY SCHOOL
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Leader : FRANCISCA MARIA DE SOUZA RAMOS LOPES
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MEMBRES DE LA BANQUE :
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ADY CANÁRIO DE SOUZA ESTEVÃO
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Ana Gabriella Ferreira da Silva Nóbrega
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FRANCISCA MARIA DE SOUZA RAMOS LOPES
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Data: 18 oct. 2023
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Afficher le Résumé
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The action of working social discussions in the classrooms, with the aim of decolonizing language and discourses, is a responsibility of the entire school organization, and this process must take into account the respect for differences. It is known that women, especially black women, live in a situation of social vulnerability, with regard to equal rights, professional development, access to education and consumer goods. Thus, changing this reality is the main focus of the feminist movement. In this sense, the present work consists of developing reading comprehension practices on the theme of black feminism with students of the 8th year of elementary school at Colégio Militar Tiradentes XXIII, located in the city of Coroatá-MA. The action-research methodology (THIOLLENT, 2009) is based on an intervention, through work with reading workshops, created around the reflections developed in the work Feminism is for everyone, by bell hooks (2018). Based on the French Discourse Analysis theories and on the discourse-reading relationship, it will be possible to understand the familiarity with the subject and the interest of the students in this theme, as well as the effects of meaning provoked by the reading of the work.
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9
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CINTHIA HILLARIA SILVA DO NASCIMENTO
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Portuguese class based on the production of the genre chronicle: a proposal for intervention
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Leader : NÁDIA MARIA SILVEIRA COSTA DE MELO
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MEMBRES DE LA BANQUE :
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MARIA DE JESUS MELO LIMA
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ANDRÉA JANE DA SILVA
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NÁDIA MARIA SILVEIRA COSTA DE MELO
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Data: 30 oct. 2023
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Afficher le Résumé
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The Chronicle genre is approached in this research from an intertextual teaching perspective for text identification and production. The proposal consists of a didactic sequence adapted to the didactic sequence proposal model by Dolz, Noverraz, Schneuwly (2004). The activities aim to provide assistance to Portuguese language teachers from the Basic Education Network and involve students from 7th to 9th grade in an approach to identifying chronicles in song lyrics. It is hoped that this text identification and production strategy will enable a pleasurable and successful class for both. Expectation drawn based on the theoretical assumptions of Azeredo (2018); Silva (2012); and Koch (2006) about speech genres and the relationship between the subject and the text; Geraldi (2011), on text production at school, the destination and evaluation of these texts; Porto (2009), defending successful work with grammar through the text; Antunes (2003), reflecting on the practice of Portuguese classes; as well as the National Curricular Parameters - PCN (BRASIL, 1998) and the National Common Curricular Base - BNCC (BRASIL, 2018) that will support the propositional demands of this research.
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10
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CINTHIA HILLARIA SILVA DO NASCIMENTO
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Portuguese class based on the production of the genre chronicle: a proposal for intervention
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Leader : NÁDIA MARIA SILVEIRA COSTA DE MELO
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MEMBRES DE LA BANQUE :
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MARIA DE JESUS MELO LIMA
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ANDRÉA JANE DA SILVA
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NÁDIA MARIA SILVEIRA COSTA DE MELO
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Data: 30 oct. 2023
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Afficher le Résumé
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The Chronicle genre is approached in this research from an intertextual teaching perspective for text identification and production. The proposal consists of a didactic sequence adapted to the didactic sequence proposal model by Dolz, Noverraz, Schneuwly (2004). The activities aim to provide assistance to Portuguese language teachers from the Basic Education Network and involve students from 7th to 9th grade in an approach to identifying chronicles in song lyrics. It is hoped that this text identification and production strategy will enable a pleasurable and successful class for both. Expectation drawn based on the theoretical assumptions of Azeredo (2018); Silva (2012); and Koch (2006) about speech genres and the relationship between the subject and the text; Geraldi (2011), on text production at school, the destination and evaluation of these texts; Porto (2009), defending successful work with grammar through the text; Antunes (2003), reflecting on the practice of Portuguese classes; as well as the National Curricular Parameters - PCN (BRASIL, 1998) and the National Common Curricular Base - BNCC (BRASIL, 2018) that will support the propositional demands of this research.
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CARLA SAMILE LIMA DE SOUSA
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AMONG ORALITY, WRITING AND PERFORMANCES: VIDEO TUTORIAL GENRE AND LITERACY PRACTICES BEYOND THE SCHOOL CONTEXT
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Leader : MARLUCIA BARROS LOPES CABRAL
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MEMBRES DE LA BANQUE :
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FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
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MARLUCIA BARROS LOPES CABRAL
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NÁDIA MARIA SILVEIRA COSTA DE MELO
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Data: 21 nov. 2023
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Afficher le Résumé
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Conceiving school not only as a place where we live and learn from each other, but as a space where we exercise dialogue and develop citizenship, we base this study on the conception of language as a social practice of communication between individuals. The main objective of this dissertation is to promote theoretical-practical reflections regarding the teaching-learning of speaking and writing, indicating strategies for better performances to develop productive reading, writing and speaking practices. Aiming to achieve this, we adopted a qualitative approach, based on studies by Godoy (1995), Martins (2004), Denzin and Lincoln (2006) and followed the action research methodology, based on Thiollent (1986) which is carried out with the purpose of producing knowledge, participating in new experiences and promoting discussion about the issues addressed in the research. The theoretical foundation of this work is based on the studies of Antunes (2003), referring to the teaching-learning of language; in Fávero, Andrade and Aquino (2000), Ferreira Junior and Forte- Ferreira (2020), regarding orality and writing; in Marcuschi (2005 and 2010), Bakhtin (1977 and 2003), Grijó (2012), Dell’Isola (2012), about textual/discursive genres and their socio-discursive aspects; in Benfica (2012), Rojo and Barbosa (2015), in terms of multimodality, emphasizing the video tutorial genre; in Pagnoncelli (2008), regarding issues of democratization of access to new technologies; in Kleiman
(1995) and Cabral (2016 and 2019), not referring to Literacy and Literacy Workshops. When developing this study, it was possible to weave fruitful reflections related to the teaching-learning of orality and writing, demonstrating the need for a school to achieve better performance regarding this teaching, notably that of orality. Furthermore, based on the analysis of the constructed data, Literacy Workshops were created and suggestions were made for carrying out more productive teaching- learning performances in reading, writing and speaking, in tune with new technologies. The results of the studies made it possible to achieve the envisioned objective.
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