http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/6744 Fri, 10 Apr 2026 06:15:34 GMT 2026-04-10T06:15:34Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8578 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 Wed, 06 Nov 2019 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8578 2019-11-06T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8444 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 Fri, 15 Feb 2019 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8444 2019-02-15T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8443 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 Thu, 28 Feb 2019 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8443 2019-02-28T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8442 Título: A leitura em perspectiva transdisciplinar : uma proposta com os descritores do SAEPE para a educação de jovens e adultos Autor: BOTELHO, Carla Patricia Roldão de Araujo Primeiro orientador: GOMES, Juliene da Silva Barros Abstract: This dissertation has as its title theme A reading in transdisciplinary perspective: a proposal with the descriptors of SAEPE for Youth and Adult Education, sought how he worked on reading in the subjects of mathematics, science, history and geography in the context. Youth and Adult Education, since, according to the official documents, it is not only the domain of the Portuguese Language that works with the development of reading and the formation of proficient readers, but also of all the subjects that compose them as areas of knowledge. , since a function of the text is an eminently social, relational question. Thus, the present work is carried out in the light of the theoretical contributions of Linguistics, Applied Linguistics, Transdisciplinarity studies and the foundations and standards provided for the National Curriculum Parameters (PCN). Qualitative methodology (MINAYO, 2008), a bibliographic research was performed a priori with the analysis of the integrated textbook of Youth and Adult Education - Modern EJA - which allowed us to conduct a questionnaire to identify which knowledge the Participants / architects oriented reading tasks in relation to the data they develop, how they work, pedagogical workshops to assist teachers in developing transdisciplinary work with reading descriptors. The results show that the Textbook is already available and it is necessary to work with the concept of reading - which is not yet seen in the corpus analyzed. The questionnaires shows that the doc, although in tune with the speech of the NCPs, demonstrate deficiencies in the domain of content. With regard to the workshops, there has been a subtle, though visible, advance on this issue. Surely that research has proven to be feasible for a transdisciplinary task with reading descriptors as well as the economics of neture studies to assist in the development of their students' reading proficiency. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Fri, 21 Jun 2019 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8442 2019-06-21T00:00:00Z