TCC Letras-Português
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Item Heterogeneidade da comunicação em sala de aula: reflexões sobre o silêncio(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-10-05) Almeida, Maria Lêda de Oliveira Chagas; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955This research, qualitative and bibliographic, addresses aspects of communicative and dialogic heterogeneity in the classroom and highlights the relevance of communication and silence in pedagogical practice, essential in the communicative-educational process. The general objective of the research, inserted in the perspective of Discourse Analysis, the learning theories learned throughout the course and autobiography, was to reflect on how the silences of discourse are configured in my training as a student in the Degree Course of Letras-Português of the Federal Institute of Education, Science and Technology of Alagoas (Ifal), in the Maceió Campus. Secondary objectives were: (i) to expand the understanding of communication in the classroom, through readings and reflections in the area of Education and (ii) to identify the understanding and my conceptions about teaching. Based on the bibliographical research that addresses communication knowledge from the perspective of discourse and autobiography in teaching, I sometimes use first-person narrative, authorized by the qualitative approach, but without losing the scientific focus. The research observes pedagogical practices based on the understanding of the student in formation, that is, discursive processualities of teacher and student, as protagonists of the teaching-learning process. The qualitative approach uses the report of experiences lived by the researcher herself, in the course, studies of bibliographic review in books, articles and institutional repositories. Finally, the descriptive method allowed to relate experiential data to educational practice. The results of the study indicated that the collaboration in responsive attitudes favors the dialogue in the classroom, motivating action of change in the formative process.Item O discurso jornalístico no programa policial: estudo de caso em emissora alagoana(2016) Almeida, Josivânia Maria de; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Barbosa, Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178This study identified police programs in Alagoas television network and the the violence theme. It was analyzed positive or negative valence’ aspects on the human rights of persons named as accused in police programs. For this, the methodology included analysis of news discourses of presenters and reporters in the period from August 2015 to April 2016. The overall objective was to identify aspects of issued speeches or silenced in these discursive materiality. To this there was checked narrative aspects from the semantic selection and placement of individuals accused of committing crimes or alleged crimes. The theoretical basis was the French Discourse Analysis based on Pêcheux and methodology included in addition to the bibliographical research, investigations of articles published in the official television company website, compilation and analysis of data. It was identified that the discourses revealing human rights violations.Item O uso das tecnologias no PROEJA: inclusão, exclusão e suas implicações na aprendizagem em tempos de pandemia(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-06) Miguel, Jorge José; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Lira, Iolita Marques de; http://lattes.cnpq.br/1659875045337834This paper is a bibliographical study that analyses the teaching-learning process using Digital Information and Communication Technologies (DICT) in integrated technical education for young people and adults (Proeja) during the pandemic. The main objective was to identify studies that verify the impact of remote teaching on this specific audience during the corona virus pandemic (SARS-COVD 2). The research found difficulties in accessing high-speed internet, the restricted use of tablets, notebooks, and mobile phones, as well as issues related to the availability of time to carry out tasks in asynchronous moments and attend synchronous classes. The research methodology included a survey of data in institutional repositories available on the Scielo and Google Scholar platforms produced between 2020 and 2023 on education for young people and adults, with an emphasis on PROEJA, a modality that integrates technical and secondary education in the Federal Institutes of Education, Science and Technology. The main search engines used were EJA, PROEJA, Ensino Remoto, COVID19 + ERE, TDIC’s + Proeja. The study analyzed data relating to the teaching-learning process and inclusion or exclusion, as well as suggestions made by researchers in the field. Thus, improvements were identified in the application of DICTs in youth and adult education in a scenario of government discontinuity and restrictions on public resources for the use of DICTs in public schools. The research found aspects of teaching, mediated by DICTs, in different contexts of difficulties experienced by students and the precariousness of teaching. It concludes that there are possibilities for improvement based on the integration of technologies and an education that is welcoming and participative in everyday decisions.