TCC Letras-Português
URI Permanente para esta coleção
Navegar
Navegando TCC Letras-Português por Área do Conhecimento "CNPQ::LINGUISTICA, LETRAS E ARTES"
Agora exibindo 1 - 7 de 7
Resultados por página
Opções de Ordenação
Item A construção da argumentação na sala de aula: uma análise dos recursos argumentativos nas redações escolares do ensino médio intregrado(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-12-23) Silva, Maria Jussara da; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araujo Silva; http://lattes.cnpq.br/1201376467996441; Leite, Wilma Albuquerque da Silva; http://lattes.cnpq.br/9019670882435484This article aims to analyze the construction of the argument in the textual production of the students in integrated High School, checking how these students create write arguments in the class. The investigation was realized in textual Productions of essay genrer argumentative in 08 (eight) students of the 3º year of integrated High School in the institution federative of Alagoas/IFAL, in the way to identify and to analyze the standard argumentative proposed by Toulmin ([1958] 2006), the argumentative strategies studied by Perelman and Olbretchs-Tyteca ([1958] 2005), just how the linguistics discursive resources supported by Anscombre and Ducrot ([1988] 1994), Ducrot (2009) e Koch (2010). Still declaim with the studies of Backthin (genres of the discuss) and the reflections facing to the teach about the language (practices of language and the grouping of genres) perfomed by Schneuwly and Dolz (2004). This research its realized in the area of Textual Linguistics, as a qualitative/quantitative research and from documental nature. At the end of the analysis of school compositions, we concluded that students at the end of high school have great difficulties in constructing an argument on adverse topics, which require critical and autonomous knowledge, and still have a lack of mastery of complex argumentation operations such as articulations of the use of connectives, when using vicious argumentative operators, such as e, como and para/para que; in addition to making few attempts at a more elaborate argument, sticking to simple arguments consisting of data (D), justification (J) and (C) conclusion or lack thereof, elaborating incomplete arguments. This lack of argumentative mastery is not expected from a group in the final phase of high school. Thus, we visualize that the proposal of the studied school genre has great contributions in the problems presented by the students, since it is removed from its dialogical nature, therefore, it is important to think about the teaching/learning of this component in High School in a more dynamic and associated way its interactive nature.Item Em qual escola literária do Brasil se encontra a produção literária de Alcina Leite?(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-15) Santos, Felipe Pereira dos; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Lima, Alisson Hudson Veras; http://lattes.cnpq.br/8806187550295871; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Cavalcante, Sandra Araujo Lima; https://orcid.org/0000-0002-5438-3591; http://lattes.cnpq.br/1201376467996441The present work is an applied research with a descriptive-explanatory character, with a view to describing in which literary school is found the work Campesinas, by Alcina Leite, according to the analysis of her poems. The main objective of this work is to classify the poetic work of Alcina Leite, in a national literary school, namely: romanticism, parnassianism or symbolism. In order to fulfill our objective, the research was developed through the hypothetical-deductive method which, by nature, is a method that foresees the use of bibliographic reference, we can affirm that our investigation will take place through the monographic method, specifically as a bibliographical research. Therefore, the research corpus was analyzed considering the theme, characteristics and historical context in which the poet produced her poems. Therefore, we use as a theoretical basis (i) The concepts of metering and rhyming in verses followed by the metering theory presented by Bandeira (1960), Duque-Estrada (1914), Bilac and Passos (1905) and Said Ali (1999); (ii) the literary schools of Romanticism, Parnassianism and Symbolism, based on what is proposed by literary critics such as Candido (2001), Bosi (2017) and Moisés (2003), in order to better understand what is expected of poems produced in each of these areas and, from then on, answer the following question: in which literary school in Brazil is Alcina Leite's literary production found?Item Ensino-aprendizagem de língua portuguesa para alunos surdos de uma turma do ensino médio de uma escola pública do estado de Alagoas(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-05-28) Silveira, Ruthnea Gomes da; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Silva, Cleide Calheiros da; Orcid iD ? https://orcid.org/0000-0001-7713-649X; http://lattes.cnpq.br/7445136004807968This work is the consolidation of a research about the process of teaching and learning the Portuguese language by deaf students who use libras as a first language. Our main objective was to understand how this process occurs in classroom practice. Through observations in the period of pedagogical residency, we realized the difficulties of deaf students and the conducting teacher, which instigated interest in this theme. Choosing the qualitative approach, we used, as instruments for data collection, two types of questionnaire (open and closed) and interviews directed to the deaf, listeners, Portuguese language teacher and libras interpreter working in a regular high school in Maceió , Alagoas. The results showed great difficulties in the educational process of deaf students, both due to the lack or deficiency in literacy and literacy of these students, as well as the generic and traditional planning that lacks typical elements of the world of the deaf, making learning difficult and influencing the judgment of the deaf about the importance of learning Portuguese as a second language. Our research was guided by the theoretical framework composed mainly by the authors: Monteiro (2006), Baldo and Iacono (2008), Quadros (2008), Strobel (2008), Rojo (2009), Lopes, Abreu and Mattos (2010) and Rodrigues and Valente (2012), in addition to legislation related to the education of the deaf. We conclude that teacher training to work in inclusive education in general and, especially, to deal with deaf students is still very limited by the low workload of the libras discipline in academic curricula, underestimating the richness of sign language. The deaf in this study have great limitations in the acquisition of the Portuguese language and do not see it as an element of inclusion in the listening society, recognizing itself as part of a whole only in the deaf communities they attend. The teaching and learning process of L2 is not effective in the classroom and suffers from deficient communication between students, which has caused a collective tension between educators, deaf and hearing students.Item 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 deThis 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.Item Pedagogia dos multiletramentos: trabalhando o gênero publicitário com o uso do aplicativo canva(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-01) Santos, Ediluce Calado dos; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Lima, Josenice Cláudia Moura de; https://orcid.org/0000-0002-6668-2097; http://lattes.cnpq.br/6932416698842297Technology is present in our daily lives, mainly in the teenagers and Young people lives. They spend hours and hours immersed in cyberspace through their Smartphones, however, the school still tends to ignore this reality. We start from the premise that the use of applications through activities with textual genres can contribute to the teaching-learning process, however, we understand that only the theory of textual genres does not meet the needs of language teaching. Therefore, this work aims to teach the Portuguese language under the bias of multiliteracies through activities with the advertising type and the use of mobile technology, through the Canva application. We rely on the Pedagogy of Multiliteracies and the advertising genre. The study method is qualitative, whose investigation is part of the case study. The data collection took place through the production of social advertisements and an informal conversation by WhatsApp. The data analysis was divided into two sections: the first with the analysis of group advertising productions with the theme bullying based on the characteristics of the advertising genre and the second with social themes that were chosen by the students individually, based on the Pedagogy of Multiliteracies. In view of the results, it can be understood that it is possible to use the cell phone as an aid tool for teaching and learning and to teach the Portuguese language under the bias of multiliteracies, as this theoretical perspective helps students to reflect on social problems in their means of coexistence and so that they have a leading role. We also understand that the most important result in the entire process was our transformation as Portuguese-language teachers, since, initially, we had difficulty understanding the Pedagogy of Multiliteracies.Item Redescobrindo na leitura um espaço significativo de aprendizagem para a formação do aluno no ensino fundamental(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-11) Cunha, Julio Cesar Almeida da,; Guimarães, Joaquim Francisco Soares,; http://lattes.cnpq.br/7943839537338202; Pereira Junior, Reinaldo Rafael de Albuquerque; http://lattes.cnpq.br/2743116222565035; Silva, Waldinei Santos; http://lattes.cnpq.br/5753237099475260The present monographic work has as its theme "Rediscovering in reading a significant learning space for the formation of the student in Elementary School". Thus, the study outlined as a general objective: to investigate the reading practice of students in Elementary School, as a significant learning space for their formation. As specific objectives, it sought to analyze the possible difficulties of students in the process of reading practice; to identify which types of reading strategies are more efficient for the formation of the student and to perceive reading as an instrument of social and intellectual transformation for the student. Thus, we traced the following questioning as a research problem: many students show a lack of interest in the practice of reading, therefore, it is necessary to work on efficient and meaningful strategies in the school context, so that students arouse the desire and interest in reading, considering that the practice of reading provides students with better opportunities in social life. The question is: how can reading provide satisfactory learning in the student's formative process? Therefore, in search of an answer, we anchored our research in the theories of the following authors: Amarilha (2010), Antunes (2007), Cagliari (1989), Demo (2007), Freire (1989, 2000, 2003), Kleiman (2002), Solé (1998), among others. The research adopted is of a qualitative nature, whose methodological bias is the bibliographic research for literature review, since the theme analyzed and in-depth, in this research, had as a starting point: scientific articles, books and dissertations, which corroborated the proposed theme. In this way, the bibliographic research on the mentioned theme allowed a deeper and broader knowledge about the subject under debate, now researched, as it guided us to rediscover in reading a significant learning space for the formation of the student in elementary school.Item A representação da mulher em textos cordelistas : algumas reflexões linguísticos-semânticas(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-22) Goes, Fabricio de Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Oliveira, Cristiano Lessa de; http://lattes.cnpq.br/1436093029977246Este trabajo aborda un tema muy sensible y muy necesario, pero que sigue siendo, a pesar de tantos derechos adquiridos, silenciados y desatendidos, en diferentes contextos sociales, además de ser considerado un tabú por muchos: el retrato femenino frente a la imposición patriarcal. El objetivo de esta investigación es verificar el discurso, desde el punto de vista de la semántica cultural, presentado en tres textos de pliegos de cordel producidos en las décadas del 40, 70 y 80 que retratan una imagen negativa de la mujer. Es necesario comprender la relación entre literatura, cultura e ideología de pliegos de cordel; identificar la relación entre la literatura de pliegos de cordel y la exclusión social femenina y; reflexionar sobre los discursos prejuiciosos en la literatura de cordel. En ese sentido, este estudio se caracteriza por ser cualitativo, bibliográfico, descriptivo, además de histórico. Como aporte teórico nos basamos en Ferrarezi Jr. (2008; 2013; 2019), Fiorin (2000; 2010), Rodrigues e Silva (2018), Volóchinov (2018), Pêcheux (1997) entre otros. Los resultados obtenidos mostraron que los textos de pliegos de cordel presentan fuertes evidencias que colocan los autores en una situación desfavorable a cualquier avance a los derechos de las mujeres con la presencia de marcas ideológicas que traspasan al nivel religioso como resultado de una posible cultura local.