http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4333 2026-04-10T06:36:32Z 2026-04-10T06:36:32Z CORDEIRO, Diego de Andrade http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8579 2022-04-18T14:00:54Z 2019-07-29T00:00:00Z

Título: Produtividade, qualidade e caracterização nutricional do solo de variedades de uvas viníferas cultivadas no agreste meridional de Pernambuco Autor: CORDEIRO, Diego de Andrade Primeiro orientador: DUDA, Gustavo Pereira Abstract: The cultivation of grapes turning to wine production brings a great value in several traditional regions around the world. In on hand, the cultivation of grapes in Brazil is more typical in regions with milder climate and also historical value in the winery production. In the other hand, the Northeast region of Brazil stands out more and more in the production and marketing of wines, especially in the semi-arid region of the São Francisco River Valley. With this, there is a significant increase in the areas of cultivation and productivity of the same, conditioning a demand for new areas of cultivation. The objective of this thesis was following the different phases of the grape for wine production in a non - traditional wine region in the Northeast of Brazil, the agronomic parameters and the final quality of the grape. Ten varieties of vines were studied for the elaboration of fine wines, three of them for the elaboration of white wines - Suavignon Blanc, Chardonnay e Muscat Petit Grain and seven for red wine - Cabernet Sauvignon, Pinot Noir, Petit Verdot, Merlot, Malbec, Viognier e Syrah. In the production, Merlot Noir (13.5 t ha-1) and Muscat Petit Grain (9.5 t ha-1) were evaluated in the phenotype evaluation of Muscat Petit Grain varieties (120 days) as precocious and Merlot Noir varieties and Cabernet Sauvigon (144 days) as the latest. For the thermal requirements the Pinot Noir and Cabernet Sauvignon varieties both with requirements of 1,077.28 GD for complete development. The physical and chemical characteristics of the bunches were also evaluated. Based on the results of the research, the Muscat Petit Grain, Petit Verdot, Malbec and Cabernet Sauvignon varieties presented good productivity characteristics that could increase the producer's yield in winemaking and physico-chemical characteristics that will directly influence the final quality of the wine, such as pH and acidity. Indicating good adaptation and potential for the region and the Syrah variety presented higher soil MBC value (313.5 mg dm-3). Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2019-07-29T00:00:00Z BEVENUTO, Valdení Venceslau http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8578 2022-04-14T15:29:18Z 2019-11-06T00:00:00Z

Título: Letramentos, interacionismo sociodiscursivo e a prática escrita do gênero textual diário de aprendizagem Autor: BEVENUTO, Valdení Venceslau Primeiro orientador: OGLIARI, Marlene Maria Abstract: The present study brings reflections about the teaching of the Portuguese Language as reference the social literacies. The main objective presented in this paper it's to develop a work proposal to contemplates social literacy from the students literacy history through a Pedagogical Project with the diary genre of learning, as a way of working to improve the student's writing in the final grades of a public elementary school. The theoretical support that gave us foundation is based on the studies coming from the Sociodiscursive Interacionism, the studies of genres present in the works of Bakhtin (2003, 2009), Marcuschi (2000, 2001, 2002, 2003, 2008, 2011). The reflections about Literacy and a writing based in Soares researches (1995, 2000, 2002, 2003, 2004, 2011), Rojo (2001, 2009, 2010, 2018), Street (2007, 2010, 2014) and Kleiman (1995, 2004, 2005, 2008, 2010, 2012, 2016). In the addition to the contributions regarding studies about writing and diarism. This is qualitative research of the action research type which was based on the corpus restricted to a sample of 04 (four) produtions written in the context of the first Pedagogical Project and 04 (four) productions in the context of the second Pedagogical Project for analysis, which enables the composition of genres through the mobilization of intergeneracity by students as a student strategy in the construction of their text. This helped us understand not only where the student starts to build his text, but how he built it. We used the longitudinal data collection procedure. It was possible to detect a very significant improvement in the understanding about the diary genre of learning, but we observed that, for example, regarding spelling errors, working on social literacy does not solve this problem. These results support our methodology that we developed through out the work. Also we evaluate that our work contributes to the understanding literacy in the non-school context, of literacy in the school context and to the evaluations around the text competence of the students, as well as to the need for the teachers of Portuguese Language to conduct their pedagogical practices. With the goal of making sure that reading and writing should always be seen as tools to act socially. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2019-11-06T00:00:00Z BARBOSA, José Emerson de Barros http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8444 2019-12-27T12:53:07Z 2019-02-15T00:00:00Z

Título: Uma proposta de intervenção com a ressignificação das atividades da olimpíada de língua portuguesa escrevendo o futuro : a apreensão da literariedade do gênero crônica à guisa do letramento literário Autor: BARBOSA, José Emerson de Barros Primeiro orientador: CORTEZ, Marcia Felix da Silva Abstract: A Literature Teaching based on practices of reading and writing of literary texts, focusing on their literary nature, constitutes the principle and purpose of Literary Literacy. In view of this, this Professional Master's Dissertation in Languages promotes a discussion about how can the Olimpíada de Língua Portuguesa Escrevendo o Futuro - OLPEF (Portuguese Language Olympiad Writing the Future) - improve the teaching and learning of reading and writing of texts in Elementary School and, simultaneously, favor for an effective Literature Teaching. Because of these reflections, it is suggested a Proposal of Intervention that aims at re-signifying the activities of the OLPEF itself for the apprehension of the literary nature of the Chronic Gender, according to Literary Literature. The motivation for the research is given by the fact that there is a considerable gap involving this OLPEF: although most of the Discursive/Textual Genders are of Literature, the work with literary texts is not evidenced nor exploited in all its potentialities. Therefore, the general objective analyzes how the didactic strategies of the OLPEF can favor Literature Literacy in Literature Teaching. The guiding proposition of the research evaluates how the OLPEF provides subsidies for the improvement of the reading and writing axes of the students involved in the process and verifies how the Literary Literature can, at the same time, be promoted. To that end, it is proposed a re-signification of the oral, reading, listening, interpretation, analysis, writing, re-reading and rewriting activities of the Chronic Gender developed within the Workshops that make up the Didactic Sequence of OLPEF, based on the conceptions and perspectives of Literary Letting, principle that approaches the text in its literariness. Thus, the methodological orientation is of an applied qualitative nature, with an interventionist and propositional approach, and was anchored by the application of the Workshops, which make up the OLPEF, in a ninth grade class of Elementary School, in a Public School from rural zone, in the municipality of Garanhuns, Pernambuco State, with the re-signification of the activities and, finally, the date collected, analyzed, interpreted and discussed, having as principle and purpose a significant and plural Literature Teaching. The theoretical/critical referential of this research is composed mainly by the ideas of Bakhtin (1997), Dolz, Noverraz and Schneuwly (2004), Antunes (2003, 2006, 2009, 2010, 2012, 2016), Koch and Elias (2009), Paulino and Cosson (2009), Dolz, Gagnon and Decândio (2010), Dalvi, Rezende and Jover-Faleiros (2013), Barbosa (2014, 2015), Dolz (2016), Cosson (2010, 2011, 2016) and Laginestra and Pereira (2016), authors who reveal reflections, more generally, in relation to Literature Teaching, and more specifically, taking into account the reading and the formation of the critical reader, writing and access to literate society, Chronic Gender and the contribution of the Literary Literature, besides discussing the methodological device Didactic Sequence, which runs through the OLPEF, supported by the social and discursive interactionism approach. As a result, it was realized that the Olimpíada de Língua Portuguesa Escrevendo o Futuro is a didactic resource that, in addition to positively interfering with the process of reading and writing the literary text, is capable of contributing to the apprehension of the literaryness of the Chronic Gender in the guise of Literary Literature, which was proven through the Intervention Proposal. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2019-02-15T00:00:00Z SILVA, Williams Siqueira da http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8443 2019-12-27T12:55:04Z 2019-02-28T00:00:00Z

Título: Produção escrita e ortografia : uma proposta de atividade para o 7º ano do ensino fundamental Autor: SILVA, Williams Siqueira da Primeiro orientador: GOMES, Juliene da Silva Barros Abstract: The present work reflects on the teaching of orthography in the axis of linguistic analysis with the objective of developing a proposal of work with an orthography through a didactic sequence with the gender personal letter, as a way to improve written production and the relation between teaching of text and teaching of linguistic analysis in the final years of Elementary School of a Municipal Public School in the municipality of Iguaracy – PE. The theoretical support that underlies our study dialogues with the implications on the teaching of written textual production present in the works of Celso and Carvalho (2015), Coelho and Palomanes (2016) and Guedes (2009); as to the approaches on the teaching of orthography in Brazilian Portughese, we seek references in Nórega (2013) and Henriques (2015); in what concerns the aspects of Portughese language teaching we seek to base the studies of Marcuschi (2008), Geraldi (2006) and the Portughese Language NCP. It is a quantitative-qualitative research (PRODANOV, 2013) of the sesearch-action type, in which two corpus of analysis can be constituted: an expaned Corpus of 22 texts for quantitative analysis; and a Corpus restricted to a sample of 10 initial productions and 10 final productions for qualitative analysis, which made it possible to analyze the composition of the gender and types of orthographic wrongs proposed by Nobrega (2013). This made possible not onlu a general identification of the nature os spelling mistakes, but also a detailed breakdown with the identification of specific topics for each category found in student productions. Comparing the initial and final productions, it was possible to identify that the textual productions of the subjects collaborating in the research presented a greater recurrence of wrongs in the general categories (Graphical accentuation an speech interference) which indicates the great influence of the speech in the writing as well as the ignorance of tonic syllables in words. It was possible to detect a significant improvement of the orthography wrongs detected in the final production, when compared to the initial production. These results support the methodology developed. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2019-02-28T00:00:00Z