TCC Letras-Português

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https://repositorio.ifal.edu.br/handle/123456789/49

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Agora exibindo 1 - 12 de 12

A importância dos contos infanto-juvenis no processo de formação de leitores fluentes
(2024) Santos, Jozicleia da Silva; Guimarães, Joaquim Francisco Soares; Guimarães, Joaquim Francisco Soares; Pereira Júnior, Reinaldo Rafael de Albuquerque; Silva, Waldinei Santos
The article in question, “The Importance of Children’s and Young Adult Stories in the Process of Developing Fluent Readers,” presents a reflection on the relevance of children’s and young adult stories as a way of highlighting the importance of reading through storytelling, reflecting on the methodologies that are effective in the process of developing fluent readers. To this end, we anchored these articles in the following objectives: general objective: to investigate whether children’s and young adult literature and storytelling are crucial points in the development of fluent readers. The specific objectives were thus guided: to identify the methodologies that theorists present for working with children’s and young adult literature stories; to reflect on the training and skills of readers in Elementary School. The relevance of this research is attributed to the crucial role that literary stories play for children and adolescents in developing their reading skills. There are still several problems to be solved in relation to children’s and young adult stories, some of which are resistance to traditional reading, quality and accessibility of material, cultural diversity, and representativeness. Thus, the question is: why is it that this practice, in the classroom of Elementary School II, is not as strong when compared to Early Childhood Education and Elementary School I? The methodology of this research was anchored in a bibliographical research that was based on studies of some theorists, who address the theme, and on the use of paradidactic books such as: “The importance of the act of reading: articles that complement each other”, “Children's and Young Adult Literature”; “The pedagogy of affection in the classroom”; “The uncertain frontiers of young adult literature?”; “The importance of listening to fairy tales”, among others. These works served as subsidies and portray the different conceptions and meanings of the importance of the act of reading that are present in the social environment.
A utilização de material de apoio didático como auxílio as aulas do gênero dissertativo-argumentativo
(2022) Pinheiro, Fabiano Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Marques, Tânia Maria Ferreira; Montes, Nadija Santos
In 2019, the extension project “Accompanying the production of essays at school” was developed, whose objective was to help students who were completing high school. In order to facilitate the mediation of learning about the knowledge of writing texts, essays and seeking to alleviate the difficulties encountered by students in this modality, didactic alternatives were proposed aimed at encouraging the reading and writing of texts of the dissertation-argumentative genre, promoting the ability to to execute problem-situations with regard to the various events that involve humanity. A survey by means of a questionnaire was applied in order to obtain previous data from those involved and to outline didactic goals and proposals that were relevant to the teaching-learning process.
Dificuldade na leitura e na escrita do primeiro ano do Ensino Médio da Escola Estadual Correia Titara
(2024) Santos, Layse André Corrêa dos; Silva, Ana Quitéria Menezes de Oliveira; Silva, Ana Quitéria Menezes de Oliveira; Santos, Vanusia Amorim Pereira dos; Pereira Neto, Zoroastro
The study aims to investigate the difficulties presented by students in the process of learning to read and write in the 1st year of high school. This work was launched in the classroom, in a class of the 1st year of the Correia Titara State School, located in the municipality of Piaçabuçu, State of Alagoas. In this school, in the last academic years, the 1st year classes have shown a marked, in terms of knowledge and mastery of the Portuguese language, high rates of learning lag in written language in relation to what is expected for the grade. Reading represents an activity important for the life of each individual. It is through it that we can interact and understand the world around us and its own formation, carry out activities that contribute to our growth and to act actively and critically in society. We seek to make a brief approach to the importance of reading in the classroom and then discuss the difficulties that are part of this process of training readers.
Foco na leitura: abordando a língua portuguesa através dos textos
(2021) Parente, Juliana Araújo; Francisco, Kleyse Galdino; Francisco, Kleyse Galdino; Silva, Lia Nara Figueiredo da; Santos, Welingthon
The act of reading, writing, producing and interpreting texts is essential for students to perform well in the main assessment tests in Brazil. Such assessments are prepared using competency descriptors, which are aimed at analyzing texts. Reality has shown that many students go to school without, however, fully appropriating reading, writing, text production and interpretation. Thus, teaching practices aimed at the study of texts are essential, identifying the main difficulties encountered by students in the face of issues involving textual interpretation, and thus preparing them to perform well in the main national tests, in addition to preparing them to personal and professional life. Given the importance of reading, this work was developed, aiming to prepare students for the main national assessment tests and provide them with the development of their understanding and expressiveness. This work was developed at the teacher Douglas Apratto Tenório municipal school of basic education, located in the city of Penedo Alagoas. Interviews were carried out with the class teacher, application of a socioeconomic questionnaire with students, application of diagnostic test 1, development of activities, application of diagnostic test 2 and, finally, application of a satisfaction survey. The results showed that students had great difficulty in analyzing texts and after the intervention with the activities, these results became satisfactory.
Leitura e escrita: conquista de todos ou de alguns?
(2021) Martins, Anamayra Alexandre Batista; Silva, Everton Marques da; Silva, Everton Marques da; Oliveira, Cristiano Lessa de; Santos, Wellinghton
This research aims to reflect whether reading and writing are achievements for all or for some. The investigative methodology adopted was bibliographic research (GIL, 2002), once it allows us to revisit the existing literature on the topic investigated to make comparisons, as well as new researchers produce knowledge. In order to reach the outlined objective, we consider the theoretical contributions of Soares (2003, 2004, 2006, 2010, 2017), Cagliari (1995, 1998), Morais (1996, 2004, 2005, 2012), Freire (1999), among others researchers. Concerning the discussion on the right to education, we analyze the National Pact for Literacy in the Right Age – PNAIC (BRASIL, 2013) and the National Curricular Parameters for the teaching of Portuguese Language - PCNs (BRASIL, 1996) at basic education level, which discuss reading and writing as a right for everyone. In addition, we investigate the Law on Brazilian Education Guidelines and Bases – LDB (BRASIL, 1996), the Brazilian Child and Adolescent Statute – ECA (BRASIL, 1990), the National Education Plan 2014 2024 – PNE and the Constitution of the Federative Republic of Brazil (BRASIL, 1988). In relation to the inclusion of pedagogical practices aimed at developing literacy in basic education, we consulted the documents of the Centre for Literacy, Reading and Writing (CEALE) from the University of Minas Gerais and the National Common Curriculum Base – BNCC (2017). This research concluded that despite the improvement in literacy practices in recent decades, there is still progress to be made to ensure the effective teaching of literacy for all citizens.
Leitura e escrita: o gênero crônica como intermédio para a concretização de leitores críticos no 7º ano da Escola Municipal de Educação Básica Santa Luzia
(2021) Lima, Ana Carla Sacramento de; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Freitas, Adriano Souza de; Santos, Wellingthon
This paper presentes an applied research at the Escola Municipal de Educação Básica Santa Luzia with students from the elementary school 7th Grade. Thus, according to the current conjuncture caused by the New CoronaVirus, the search was conducted remotely, through the WhatsApp and Google Met resources. The research importance is realized by the need for the reading and writing practice, through the chronic textual genre, since through the reading student act is given by the ability to develop oral and writing skills. Thus, we used chronicles Luís Fernando Veríssimo chronicles to work on this theme. Theoretically, we support the Marcuschi, Geraldi, Koch, among others theories. Through the survey application questionnaire, we perceived the intervention was required in order to promote the taste for reading and writing and, consequently, the students criticality to interpret and produce texts. Therefore, it was understood that the chronic genre serves as an intermediary for the critical readers realization.
Literatura de cordel: um estudo sobre a variação linguística
(2021) Rodrigues, Ariane dos Santos Leite; Bezerra, Selma Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo de; Oliveira, Cristiano Lessa de; Lins, Neilton Farias
This work reports the project “Cordel Literature on Reading Waves”, having as target audience the 2nd grade of High School at the State School Professor João Valeriano de Oliveira, in Penedo – AL. Where we sought to expand the textual repertoires of students with regard to Cordel; apply knowledge of cordel literature to the suggested themes, through interdisciplinarity. Using as justification the string literature is one of the most comprehensive themes to work in the classroom. As it is a cultural manifestation with several historical connections, the teacher will be able to apply all the interdisciplinary aspects of the theme, associating research with art, literature, Portuguese language and grammar and the history of Brazil. The adopted methodology is based on literature review, semi-structured interviews and intervention activities, such as application of exercises, lectures via Google Meet, directed study, text study, where an analysis of the string in its variation and prejudice was proposed. language in the Portuguese language classroom, observing aspects of the process of construction of teaching learning related to the concepts and teaching practice, seen from the position of the language teacher. It was briefly presented about the history, its national manifestations, some authors and a debate on linguistic prejudice faced by cordel literature, as well as the use of Cordel Literature in the teaching-learning process, throughout the project's development. As a result, it becomes evident that the concepts considered work as an efficient instrument for the organization of the established results, resorting to this literary genre, at a time of social isolation, was the best path found by the teacher to regain student engagement, presenting a vision of cordel production and linguistic prejudice in Portuguese language classes. The information from the procedures and data collection made it possible to meet the principles, relying on information gathering and the participation of teachers and students.
O ensino de língua portuguesa na educação de jovens e adultos - uma reflexão sobre o ensino e aprendizagem
(2021) Cabral, Thais Cristine da Corrente Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Oliveira, Cristiano Lessa de; Lins, Neilton Farias
The present work has as its theme The Teaching of the Portuguese Language in the Education of Youth and Adults - a reflection on teaching and learning. Where the objective is to provide a reflection on the methodologies used in the teaching of the Portuguese language with the target audience of young people and adults of the EJA modality. The use of different methodologies, in addition to the one commonly used, provide greater learning in the classroom, since the target audience that is being addressed in this work has a daily life that hinders their learning. In addition to the aforementioned problem, these students are at an advanced age for their grade, and when they relate the problems of adult life with monotonous classes, with tiring methodologies, they end up further distancing themselves from the classroom, which makes this process more difficult. learning. The choice of the theme arose from the need to improve the guaranteed education for these classes, in addition, it is important to affirm that the way that classes take place is one of the problems that cause these students to drop out of school. Therefore, this monograph aims to show teachers who work in the EJA modality that the teaching method is extremely important to guarantee learning and that, as teachers, they must make these students identify with the Portuguese Language and other disciplines, so that they can finish the learning process, thus guaranteeing greater possibilities for the quality of economic and social life.
Os impactos dos multiletramentos no processo de interpretação de textos e desenvolvimento da leitura na sala de aula do Ensino Fundamental
(2023) Albuquerque, Cirilo Monteiro de; Oliveira, Cristiano Lessa de; Oliveira, Cristiano Lessa de; Lins, Neilton Farias; Dias, Marcos Antônio de Araújo
Esta investigación aborda el uso de las multialfabetizaciones en el proceso de formación de la lectura en la escuela primaria, con el objetivo de investigar los principales impactos de las multialfabetizaciones en el proceso de interpretación de textos y desarrollo de la lectura. Así, se realizó un estudio de caso en una clase de 6º grado de la Escuela Municipal Padre Luiz Barbosa Leite (nivel Elemental II, Piaçabuçu – Alagoas), con la participación del profesor de Lengua Portuguesa y 20 alumnos de la clase en cuestión. Los datos fueron recolectados a través de entrevistas, cuestionarios en línea, y observación de clases y material didáctico. Al final de la investigación se percibió la pertinencia de trabajar con textos multimodales en el ámbito escolar, ya que la multimodalidad ocupa un espacio relevante en la vida de los estudiantes, por lo que al insertarla permite al estudiante entrar en contacto con una diversidad de lenguajes que hacen parte de sus vivencias, despertando el interés por las prácticas lectoras. Los elementos multimodales también demostraron ser útiles para la construcción de significados iniciales sobre la obra, contribuyendo a la comprensión textual. A pesar de ello, se constató que el docente no suele introducir textos multimodales en el aula, dedicando pocos momentos al trabajo con la lectura. Se destaca que es necesario que el docente se forme para que pueda trabajar las multialfabetizaciones de manera significativa para los estudiantes, teniendo en cuenta el perfil de la clase.
Questões de variações linguística na relação professor-aluno
(2022) Costa, Edina Martins; Farias Neto, Josenildo; Farias Neto, Josenildo; Araújo, Laura Emília; Santos, Sanadia Gama dos
The present research deals with the teacher and student relationship in the teaching of linguistic variations and linguistic prejudice in the 9th grade class of a school in the municipality of Penedo-Alagoas. The objective of this work was to raise a reflection on the challenges of building a language through linguistic variations and analysis of prejudice in the classroom, for a better relationship between teacher and student. As well as encouraging the teacher to reflect about the use of an innovative language in order to facilitate the teaching and learning process of linguistic variations. Because it is a field work and for better results than the work intended, questionnaires, interviews and field observations were made, where they were collected data for a better process of analysis and discussion. The work also shows the need to use a language that can bring teacher and student closer in the process of teaching linguistic variations to combat linguistic prejudice in the classroom and is based on theorists such as Marcos Bagno (1999, 2003, 2008), Sírio Possenti (1996), Travaglia (2005), Irandé Antunes (2003, 2007). Thus, it was found that the teacher-student relationship and language used in the classroom is important for there to be a significant communication in relation to the learning process of linguistic variations, since a relationship of equality and affection must be built in the classroom.
Traços da oralidade em textos escritos dos alunos do 8º ano
(2021) Ribeiro, Isabelle Barbosa; Oliveira, Cristiano Lessa de; Oliveira, Cristiano Lessa de; Amorim , Fátima; Dias, Marcos Antônio de Araújo
Este trabajo tiene como objetivo analizar las marcas de oralidad encontradas en textos escritos por alumnos de 8° grado de la Escuela Primaria, de las Escuelas Públicas Profesor João Valeriano de Oliveira y Dr. Alcides Andrade, en el municipio de Penedo-AL, materializados en producciones narrativas. La oralidad y la escritura permiten a los hombres interactuar en las situaciones más variadas, por eso son modalidades relevantes para que los individuos se comuniquen. Se parte de la afirmación de que es la praxis la que sostiene el lenguaje y no al revés, tesis defendida por Marcuschi (2010), cuando afirma que hablar o escribir bien es no poder adaptarse a las reglas del lenguaje, sino utilizar el lenguaje para producir un efecto de significado pretendido en una situación dada. En este sentido, en un primer momento se realizó una investigación bibliográfica en base a algunos autores como Silva (2012), Bagno (2002) y, principalmente, Marcuschi (2010). A continuación, se realizó una investigación cualitativa, a partir de una secuencia didáctica con alumnos del 8 grado de Educación Primaria y, finalmente, el análisis de los datos obtenidos durante la recogida, cuya conclusión es que los alumnos tienen diferentes marcas de oralidad en sus producciones escritas.
Variação linguística: uma reflexão necessária para o ensino de língua portuguesa
(2022) Santos, Izadora de Souza; Silva, Everton Marques da; Silva, Everton Marques da; Pereira Júnior, Reinaldo Rafael de Albuquerque; Santos, Wellinghton
This research aims to discuss the importance of teaching the heterogeneity of the Portuguese language in schools. Hence, it dialogues with different researchers such as Antunes (2007), Bagno (2007), Bagno (2015), Bortoni-Ricardo (2005), Coelho (2015), Labov (2008) and Santos (2008), as well as with the Curricular Parameters (BRASIL, 1996) and the National Curricular Common Base (BRASIL, 2017). This is a bibliographic research (LIMA; MIOTO, 2007) that selected the most relevant works on the heterogeneity of the language available on digital platforms such as: Google Scholar, Institutional Repository of the Federal University of Alagoas, Periodical Portals available through Capes-MEC and Scielo, among others. After the reflections about the selected works, we present some Portuguese teaching proposals in order to deconstruct the linguistic prejudice.

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