TCC Letras-Português

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Navegando TCC Letras-Português por Orientador "Cavalcanti, Ricardo Jorge de Sousa"

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    Análise linguístico-literária do gênero memórias de leitura elaborado por licenciandos do curso de letras
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-05-02) Silva, Josuel de Souza; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Silva, Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Silva, Josimere Maria da; http://lattes.cnpq.br/6284482799682797
    In the present research, the reading experiences of students entering the in Language Course during their schooling in Basic Education will be addressed, with a view to the way these subjects self-evaluate as readers in the context of Higher Education. The general objective of this work is to understand the literary literacy processes of students entering the Licentiate in Letters Course; and the specific objectives are i) to investigate how the literacy process of students occurred prior to entering the Course in question; ii) identify the main difficulties of students in relation to literary reading; iii) reflect on the importance of literary literacy in Basic Education. The methodology used is the bibliographic review with a qualitative approach, supported by analysis of the productions of reading memories written by students of the Course on screen. In order to emphasize the social and historical process of these teachers in initial training in relation to literary literacy, as well as to base our research, we take as a basis Cosson (2018), which deals with literary literacy, as well as with regard to the theoretical- practical relationship in activities with literary texts in Basic Education, from the treatment of literature by teachers and students. Other theoretical references used for the construction of reflections on the subject are from Kleiman (2004), Minayo (1995) and Street (2014). The results of the analyzes carried out point to the importance of literature being worked from elementary school so that students become critical- reflective subjects in their socially diversified language practices.
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    A argumentação em textos jornalísticos de caráter informativo: o gênero textual-discursivo notícia
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-08-31) Santos, Robson Muller Silva dos; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
    Commonly, it is known that, in journalistic discursive sphere, there are two main strands of classification for the content disseminated by the press, which group journalistic genres in categories that are characterized sometimes by the informative nature, and occasionally by the predominantly argumentative type. Traditionally, news report is a genre that associated to the idea of information, that finds its social function in the task of conveying the so-called facts of the day. Despite to the idea that news is an essentially descriptive/expositive discursive genre is consolidated, in this work, we analyze the presence of argumentative marks in journalistic texts accepted as informative texts. For we try to observe linguistic-discursive and semantic aspects, which acting in some selected texts, that have been published in the online newspaper “Folha de São Paulo” edition, a Brazilian traditional mainstream media, during presidential elections in Brazil, in 2022. The theoretical-conceptual framework of this research departs of the dialogue between studies in the Communication field, Textual Linguistics studies and reflections around enunciation and discourse. In addition, the research assumes a linguistic-interpretative approach; a quantitative data is also used, so that the observed phenomenon can be understood. The analysis of the corpus revels the presence of rhetorical-discursive and linguistic-textual movements that point to the existence of argumentative traits in texts that are understood as predominantly informative. This research also points to possibilities of educative approaches using news as genre at didactic sphere, in a dialogue with the National Common Curriculum Base (BNCC), that guides the using of this discursive genre in the context of Basic Education in Brazil.
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    BNCC e interações multiletradas no ensino de língua portuguesa
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-09-21) Belo, Evandro Lira; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos dos Santos
    This discussion goals to reflect on the relationship between the Base Nacional Comum Curricular (BNCC), in Brazil, and the Theory of Multiliteracies in Portuguese Language classes in the final years of Elementary School, having its making through a documentary research. The studies turned to the use of TDIC (Digital Information and Communication Technologies, in English) in a collaborative and the way of producing meanings through textual-discursive genres, focusing on the Theory of Multiliteracies, which is contemplated in the BNCC, with a view to focused on classroom practices. Critical-reflective training, as part of the teaching-learning processes, which are not restricted to the physical space of the school, is related to the development of skills and competences in Portuguese language classes and other curricular components of basic education. We highlight, for reflection, the pandemic moment experienced by students, teachers, and other professionals from this field, which highlighted the need for practices that involved TDIC. This research is qualitative and the methodological procedures are centered on linguistic-textual analysis in the light of Applied Linguistics, especially with regard to the teaching of Portuguese Language. Even so, it was pertinent to analyze aspects of the BNCC, which presents itself as a regulatory document, with innovative, revolutionary and democratic ideals in relation to Brazilian Education. Our discussion is based on authors, such as: Kleiman (2005), Rojo (2012), Ana Elisa Ribeiro (2020), Bakhtin (2011), among others.
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    Dos muros à sala de aula: o gênero grafite como práticas dee letramentos de reexistênca no contexto da EPT
    (2021-03-08) Albuquerque, Fabiana da Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Barbosa, Cleusa Salvina Ramos Mauricio; http://lattes.cnpq.br/7243836316721979; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
    We conceive, according to Souza (2011), Grafite as a linguistic-textual-discursiveartifact, that is, “a multisemiotic text”, which is part of the cultural, social realities,possibly based on the dialogue that can be established with students' knowledge about gender. There fore, in the present qualitative research, we adopted the graphite genre as an object of investigation, considering that the gender in question and the literacies that compose it are not valued in many educational institutions, as many social and aesthetic prejudices still persist for part of society today. The main objective of this work is to promote discussions and to highlight the genre Grafite asan instrument of literacies of re-resistence in the EPT school scenario through a Didactic sequence (SD) used in Portuguese language classes. The methodological basis is an action research, based on the research perspective of Applied Linguistics(LA). We adopted two questionnaires as instruments of data collection: a profile,applied at the beginning of the research and another reflective evaluation used at the end of the investigative process. In addition, during the application of the SD,reading and production activities were carried out on the graffiti image text, and a conversation / interview with a producer of this art. According to the results presentedin this research, it was found that the approach of this genre helped to demystify prejudiced views that surround Graphite by the subjects collaborating with the research. In addition, this work enabled students involved in the investigative process to have a more intimate and enlightening about this genre.
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    Movimentos retórico-argumentativos no gênero redação do ENEM de estudantes de um curso médio integrado ao técnico do Instituto Federal de Alagoas (IFAL).
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-30) Lira, Valdilene da Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos, Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Macêdo, Joana D’Arc Ferreira de
    This study is intended to explain the linguistic conceptions, in a rhetorical-argumentative perspective, which fulfill the requirements of textuality in a genre required in the last stage of High School, including in the Professional and Technological Education modality. The work on screen relies on concepts from Textual Linguistics, which contribute to the development of Portuguese Language teaching, through the analysis of authentic texts, produced by students, in this teaching stage. Furthermore, it adheres to a sociointeractionist perspective of language(gem). The elaborated genres are analyzed in the light of the prototypicality of the textual-discursive genre Composition of Exame Nacional do Ensino Médio (Enem), based on a classroom practice, produced by students enrolled in a secondary level course integrated with technical from the Federal Institute of Alagoas (Ifal). With a view to relating the textual parameters and competences of the genre, set out in the official dictates of the Ministry of Education (MEC), with the aim of promoting the process of textual rewriting, considering the notes made by the collaborating professor in the investigative process, as well as from the notes made by the researcher, in the sense of comparing the looks of both for delivery to the students in order to promote their rewritings. Through a documental qualitative research, based on an action-investigation, which had as its main objective to analyze the rhetorical-argumentative movements in the writing genre of the Enem, elaborated by the students inserted in the mentioned context. The results indicate that, based on a rewriting process, mediated by the teacher's and researcher's notes, there is a tendency, in large measure, to improve the writing process. Such an assertion is due to the rhetorical-argumentative movements analyzed from the categories linked, in particular, to the textuality of written genres.
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    Os lugares retóricos ocupados no gênero textual-discursivo redação do ENEM
    (2025-03-18) Henrique, Sandra Márcia Ferreira; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos , Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Silva , Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
    focusing on the analysis of textual genres. Specifically, it examines the writing of the National High School Exam (Enem), which requires the production of a dissertative-argumentative text. In view of this, it becomes essential to access common places (topoi), which are essential to structure the argumentation based on its categories. This study is situated in the area of Textual Linguistics, since this sphere of knowledge contemplates the exposed theme, promotes the teaching-learning process within the scope of Portuguese Language, thus, it is intended to explore the nuances of the text from the perspective of language, and how realities are constructed from discourse. The research aimed to analyze the occurrence of rhetorical spaces in Enem 2023 essays, considering three levels: elementary, intermediate, and excellence. For this, we used the essay mirrors of participants from a public school in Maceió, in addition to an excellent essay, obtained on the Web. It is noteworthy that, in Alagoas, during the period evaluated, there were no essays classified as a thousand, which is why the excellent essay was sought on the network. Therefore, the research is qualitative in nature and is characterized as documentary. Thus, its systematization follows a linguistic-interpretative approach. The phenomenon in question made it possible to analyze how the rhetorical elements strengthened the arguments that supported the thesis. The results indicate that the rhetorical spaces occupied in the Enem essay are relevant, since they strengthened the arguments and contributed to persuasion, therefore, in a positive evaluation of the skills required in this genre. Finally, the use of topoi proved to be efficient in argumentation, discursiveness, especially in textual construction.
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    Performatividade e ironia no discurso da Youtuber Rita Von Hunty
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-07-06) Valença, Susan Maria Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
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