TCC Letras-Português
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Navegando TCC Letras-Português por Área do Conhecimento "CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA"
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Item Concepções pedagógicas que orientam um livro didático da Língua Portuguesa(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-10) Oliveira, João José Ferreira de; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968This work presents an analysis of the pedagogical concepts that guide a Portuguese language textbook for the 8th year of elementary school, noting the predominance, as well as the adjacent trends on which the contents and activity proposals are based, to guide the teaching-learning process. This research intends to investigate the predominant pedagogical current in a Portuguese language textbook of the 8th year of elementary school, as well as to analyze their conceptions of reading and grammar and also to discuss/suggest proposals for activities present in the book; check whether textbooks follow a certain pedagogical trend. This will be done through the analysis of a chapter of the textbook of the eighth year of elementary school Português: linguagens – 8º ano. We based our observation predominantly around the analysis and categorization of the exercises, according to the categorization present in Libâneo (2006), the reading concepts of Freire (1989), the BNCC (2017) and the Reference Matrix (2021). We used descriptive research in the methodological approach. The items analyzed revealed that the aforementioned textbook is based on conservative pedagogies. There are suggestions of paths to follow in order to avoid traditionalism. There are also reflections regarding the intention in the elaboration of such a textbook.Item Conto Etiológico : um gênero distinto que estima a imaginação, a leitura e escrita(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-08-21) Tcham, Kelly Jane da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/071512819059151320 ABSTRACT The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.Item Uma reflexão à luz do letramento crítico sobre produções textuais desenvolvidas por alunos do 1º ano do ensino médio em uma escola pública estadual de Maceió(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-12-20) Santos, José Robson dos; Agra, Christiane Batinga; Barbosa, Flávia Karolina Lima Duarte; ttp://lattes.cnpq.br/3662242058929178 Endereço; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554The present work is a case study with a qualitative approach that aims to understand a work experience with textual productions of high school students, in the light of critical literacy. An investigation guided by the following question: what are the difficulties and linguistic and cultural advances that permeate and guide students' productions? Four students of both sexes, aged 15 to 19 years, and 1 teacher of 57 years (sample) participated in the study. The instruments and technique used for data collection and treatment were semi-structured interviews, systematic observation and discursive textual analysis. The results show that the students were able to discuss the topics in a simple and singular way, both in the text format and in the disposition of ideas. It can be seen, therefore, that despite the existing morphosyntactic and contextual limitations, reflecting the distance between the cultured / standard language and the living language in use present in their social niches, high school students are potential linguistic and cultural beings, capable of to write in a coherent and objective way about the phenomena of reality, especially if they are driven by discursive practices that produce meaning. Therefore, it is believed that it is possible to instill, cultivate and develop the art of producing texts in young people in Portuguese language classes.