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Dissertations |
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1
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MARIA LUIZA DE OLIVEIRA MELO
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The use of the cell phone as a didactic resource: a proposal for the digital literacy of a class of the 8th year of elementary school
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Advisor : ADNA DE ALMEIDA LOPES
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COMMITTEE MEMBERS :
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ADNA DE ALMEIDA LOPES
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FABIANA PINCHO DE OLIVEIRA
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FERNANDO SILVIO CAVALCANTE PIMENTEL
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GUILMER BRITO SILVA
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Data: Feb 24, 2021
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Show Abstract
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In this work, I present and analyze an intervention project (PI) whose central objective will be to contribute to improve the writing skills of eighth grade students at a municipal school, located in Poço das Trincheiras / AL, through the implementation of a Project of Digital Literacy. Before, however, presenting the objectives of this project, I consider it important to present a little of my experience at school, whose PI will be developed, and the reality of those who are part of that school community, since the question that guided this work originated of the experiences lived there. The Municipal Elementary School Professor Tobias Medeiros is located in the city of Poço das Trincheiras / AL, located in the Alagoas backlands. Offers the modalities: Elementary School I, Elementary School II and EJA, works in the morning and afternoon shifts. The students come from various parts of the municipality, since most of the population is concentrated in the countryside. We have students with many specificities, most of them, are of low income and do not understand why they are there.
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2
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CRISTINA SOARES SOUTO
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CHALLENGES FOR THE USE OF THE WHATSAPP APPLICATION IN REMOTE PORTUGUESE LANGUAGE CLASSES FOR THE EDUCATION OF YOUNG PEOPLE AND ADULTS AT A SCHOOL IN THE MUNICIPAL NETWORK OF MACEIÓ TEACHING: RAPING THE CORONA VIRUS
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Advisor : LUIZ FERNANDO GOMES
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COMMITTEE MEMBERS :
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ANDREA DA SILVA PEREIRA
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LUIZ FERNANDO GOMES
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ROSINEIDE DE MELO
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Data: Feb 25, 2021
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Show Abstract
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This research proposed to present data and discuss the use of digital technologies, notably the WhatsApp application for teaching LP in the emergency context of the coronavirus quarantine. Emergency, because the use of digital technologies was the practically mandatory option that was proposed to us as a way to continue classes. For this reason, my research was adapted to quarantine times keeping the theme of rap, but with new questions: to what extent is it feasible to teach classes mediated by the new information and communication technologies and in what way is the technological instrumentation constituted as support (or contribution) of literacy and multi-training practices for young people and adults of EJA The students participating and involved in the research were students from three classes of Youth, Adult and Elderly Education - EJAI from Elementary School, belonging to the final grades (4th, 5th and 6th phases) Final Years of the night period of the Dr. Pompeu Sarmento Elementary School, located at Avenida Muniz Falcão, S / N, Barro Duro, Maceió - AL, with an average age of 15 to 23 years old. The research was carried out in a qualitative approach, more precisely an action research, in a way that involved the sociodemographic, cultural and cognitive aspects, with a view to a better understanding of the reality of the young students of EJA. As a theoretical contribution, the research will be based on theoretical, practical and methodological studies and research by Carrano (2007), Fragoso (2001), Gomes (2010, 2011, 2018), Moran (2005, 2009, 2015), Rojo (2012) , Silva (2017), Silva (2019), Souza (2004), Street (2014), Thiollent (2011). The inevitable use of technologies, especially that of the WhatsApp application, led to school interactions between students different from the uses already known; my difficulties were many and led me to make changes to my teaching proposals; both the teacher and the students had unprecedented experiences, in the end, we can say that there was a lot of learning on both sides; the students learned new forms of social experience and developed new study practices that, certainly, will be useful to them, since the remote classes will extend for a few more months.
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3
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MARIA JOSÉ GOMES DOS SANTOS FARIAS
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Literature Proposals in Olho d’Água das Flores: paths for a review of teaching practice from a dialogical perspective of language
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Advisor : ANDREA DA SILVA PEREIRA
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COMMITTEE MEMBERS :
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DÉBORA LIBERATO ARRUDA HISSA
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ANDREA DA SILVA PEREIRA
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HELSON FLAVIO DA SILVA SOBRINHO
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LUIZ FERNANDO GOMES
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Data: Feb 25, 2021
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Show Abstract
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This paper proposes a discussion on the partial results of a pedagogical proposal for reading and writing developed in a 9th grade class of a municipal public school located in Olho d ’Água das Flores, municipality of Alagoas. This research, of a qualitative nature and of an ethnographic nature, pointed to the need for the teacher-researcher to review her teaching practice, which is crystallized in a conception of work with reading and writing disconnected from the elements of time and space in which such activities are inserted, disregarding the historicity of the subject students with the context. The established objective of the exploratory phase was to reflect on the review process of the teaching practice of the teacher-researcher of the present research, from the pedagogical work with the literacies that considers the Portuguese language as a form of concrete and unique statements mobilized by participants whose interest is that of their socialization in the world, beyond the technical domain of reading and writing. And it seeks to answer the following research questions: a) taking the Bakhtinian conception of language, who are some of my main interlocutors, real and discursive, in the school context of the classroom? b) has my teaching practice enabled my students to understand living speech? What kind of speaker has my student become from his active responsiveness to my classes? c) Can working with different language practices, including digital ones, contribute to trigger the active role of my students in the world?
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4
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ELIZABETH DOS SANTOS SILVA
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Analysis of phonological processes present in the written texts of 7th grade students. Year of Elementary School
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Advisor : ALDIR SANTOS DE PAULA
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COMMITTEE MEMBERS :
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ADNA DE ALMEIDA LOPES
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ALDIR SANTOS DE PAULA
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ALMIR ALMEIDA DE OLIVEIRA
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ELIANE BARBOSA DA SILVA
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Data: Feb 26, 2021
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Show Abstract
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The present research work has as object of study the textual production of students of the 7th grade of elementary school in a state public school in Maceió / AL. The research interest focuses on analyzing the influence of phonological processes in the written productions of 7th grade students in Portuguese language classes. In order to redirect the look in the spelling corrections of written texts, which are more commonly treated only as "spelling errors". The work is justified, therefore, by the need for teachers to investigate what are the linguistic phenomena that are beyond grammatical "errors", and thus, seek answers to elucidate and help students to minimize episodes of deviations from current grammatical rules that establish the writing standards of the Portuguese language. The methodology that will be used is of qualitative and quantitative nature, since it will be developed through the case study and, later, by analysis of percentages. To this end, this work will be based on several authors, including Bisol (2014), Bortoni-Ricardo (2004, 2005), Cagliari (2009), Henrique (2007), Morais (2007, 20012), Roberto (2016) , Seara (2011), Cristófaro-Silva (1999).
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5
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OSVALDO EPIFANIO DOS SANTOS
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Enseñanza de la escritura procedimental. Libro de actividades. Narrativas de experiencia personal. Aspectos de la textualidad.
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Advisor : FABIANA PINCHO DE OLIVEIRA
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COMMITTEE MEMBERS :
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ADRIANA CAVALCANTI DOS SANTOS
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FABIANA PINCHO DE OLIVEIRA
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MARIA INEZ MATOSO SILVEIRA
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Maria Aparecida Silva
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Data: Feb 26, 2021
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Show Abstract
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Este trabajo presenta una propuesta de acción pedagógica al profesor de lengua portuguesa de la enseñanza fundamental cuanto a la escrita procesual, al estudio de la estructura narrativa laboviana y a los aspectos de textualidad de sus alumnos. Utilizamos el Taller de Escrita en observancia a funcionalidad comunicativa del género narrativas de experiencia personal, a partir de los recursos de una secuencia didáctica que permite al profesor identificar las bases de sus acciones de enseñanza de forma consciente y ordinada en relación con los aspectos lingüístico-social-discursivos percibidos en las lecturas, en los ejercicios y en la escrita procesual de sus alumnos. Esta proposición se sitúa en el área de la lingüística Textual, específicamente en su relevancia en los Aspectos de Textualidad que, a principio, tendría en la pesquisa-acción un abordaje cualitativo. Sin embargo, debido a la ocurrencia de la Pandemia del Coronavirus (Covid-19), que asoló Brasil en 2020, esta pesquisa, inicialmente dirigida a los alumnos de la 5ª fase de la Enseñanza de jóvenes y Adultos (EJA) de una Escuela Pública Municipal de la ciudad de Maceió, sufrió un cambio con relación a su formato preliminar, siendo la recopilación de los datos sustituida por el Cuaderno de Actividades que contempla la escrita como proceso de construcción y de madurez. Así, la pesquisa tiene como objetivo principal llevar el profesor de EJA a alargar sus prácticas de enseñanza del proceso de escrita del género narrativas de experiencia personal, a través del uso crítico y flexible del Cuaderno de Actividades. Para la construcción de ese producto, fueron utilizados los siguientes procedimientos: conceptuación del Taller de Escrita, escoja de la expresión estante en sustitución al término clásico “talleres”, definición de los objetivos de las estantes, actividades de lectura y de comprensión de textos, breve estudio de los componentes narrativos labovianos, secuencias de ejercicios lingüísticos, secciones intituladas “brújula”, “conversa con profesor” y “conversa con el alumno”, acciones detalladas por el profesor en la evaluación y reescrita de textos a ser producidos por sus alumnos. Como fundamentación teórica, autores como Antunes (2010), Koch (2014), Koch & Elias (2018) refletaron sobre la secuenciación del texto escrito en una visión interaccionista de interdependencia entre sus partes; en el estudio del género textual, en la perspectiva de la construcción de los procesos enunciativos y en la formación del plan composicional, fueron seleccionados los trabajos de Bakhtin (1992, 1997, 2003, 2010, 2016), Marcuschi, (2008), Marcuschi (2010) y Koch (2006). Elegimos los fundamentos teóricos de Labov & Waletzky (1967), de Dolz, Gagnon y Decândio (2010), y una vez más Bakhtin (2016), en las relaciones dialógicas entre los sujetos en la narrativa, como también para el delineamento de los componentes estructurales de la narrativa y de la jerarquización de las informaciones en la actividad de escrita; cuanto a la lógica de la formación/organización de la escrita y los sentidos, aplicamos las concepciones de Fávero & Koch (2012), Koch & Elias (2018). Como metodología de investigación, buscamos los trabajos de Thiollent (1986) y Tripp (2005) sobre pesquisa-acción, como mencionado, para la referencia inicial del formato de pesquisa; finalmente, recorremos al Taller de Escrita de Marquesi et al (2017), como suporte metodológico en las actividades de enseñanza del profesor de EJA.
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6
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ANNE DAYSE BARBOSA SOUSA MAGALHAES
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Discourse Analysis in the formation of readers: denaturalizing the evidence of meanings produced by fake news
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Advisor : HELSON FLAVIO DA SILVA SOBRINHO
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COMMITTEE MEMBERS :
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EVANDRA GRIGOLETTO
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HELSON FLAVIO DA SILVA SOBRINHO
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LIDIA MARIA MARINHO DA PUREZA RAMIRES
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LIGIA DOS SANTOS FERREIRA
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Data: Mar 1, 2021
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Show Abstract
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This dissertation is the result of an action research developed at PROFLETRAS with the objective of analyzing the reading gestures of the ninth grade students in an elementary school in the municipality of Girau do Ponciano / AL on the effects of sense evidence produced by Fake News that circulated about the new coronavirus in 2020. The research aimed to create reading strategies capable of, together with students, identifying Fake News and problematizing the gestures of interpretation that lead so many people to fall easily into this network of Fake News. We start from the assumption that the school responsibility it is to form critical readers and this implies questioning, the superficial and uncritical reading present in the Digital Age. Thus, especially the Portuguese teacher, needs to produce practices that favor the formation of critical readers in the face of the spreading of Fake News. The methodology is qualitative. The collected data were analyzed using the concepts of Discourse analysis (DA). For this purpose, this paper is based on: Florencio et al. (2009), Mariani (2018), Orlandi (2007, 2009, 2012), Pêcheux (2008, 2014). Through research carried out among students, we observed that 85% are informed through social networks and only 6.8% consider themselves well informed. By the development of activities that discussed and analyzed the constitution, formulation and circulation of meanings deriving from Fake News, the students concluded that it is important to have a critical reading capable of combating the spread of Fake News.
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7
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CLAUDIA MARIA PRAXEDES LEAL
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Drummonian sound-poetic connections: proposals for literary reading experiences for public elementary schools
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Advisor : LIGIA DOS SANTOS FERREIRA
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COMMITTEE MEMBERS :
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FERNANDO AUGUSTO DE LIMA OLIVEIRA
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JUSCINEY CARVALHO SANTANA
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LIGIA DOS SANTOS FERREIRA
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Data: Mar 12, 2021
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Show Abstract
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This research starts from the premise that stimulating art, especially literature, arouses interest in reading and, consequently, in literary writing, which raises the elaboration of a project in which the teaching and study of literature are understood as a fundamental and singular experience, not diminished or erased from the school context. Thus, the contribution of this project follows from the perspective of the participation of the students in the performance of the voice. In this sense, a proposal will be formulated to encourage literary reading through reinterpretations and performance vocalization of selected poems with the aim of promoting literary literacy and contributing to the formation of an autonomous and critical subject of 9th grade classes in public schools . It is, therefore, an approach of action research and has as its basic procedure the realization of workshops to provide the aesthetic experience from the vocalization of the chosen and produced texts, as well as promoting the formation of a critical subject capable of transforming the reality in which it is inserted. This time, the poems were selected: “Sentimental”, “José”, “Infância”, “No Meio do Caminho” and “Poema de Sete Faces” by Carlos Drummond de Andrade. Authors such as Cosson (2006), Zumthor (2018), Pinheiro (2018), Souza (2011), Candido (1988), Freire (2019), Lajolo (1999), Zilberman (1984/2009) will be adopted as theoretical basis ), Mortatti (2004) among others. Keywords: Poems. Carlos Drummond de Andrade. Voice performance. Reading workshops. Literary literacy.
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8
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ELISABETH SILVA DO NASCIMENTO
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Meeting between the voices of the reader and the author: proposal for the use of the reading diary in literary literacy practices in public elementary schools
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Advisor : LIGIA DOS SANTOS FERREIRA
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COMMITTEE MEMBERS :
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BELMIRA RITA DA COSTA MAGALHAES
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HELSON FLAVIO DA SILVA SOBRINHO
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LIGIA DOS SANTOS FERREIRA
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Data: Apr 5, 2021
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Show Abstract
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This dissertation presents the pedagogical notebook entitled “My literary impressions between short stories and reading diaries” which consists of making available to Portuguese language teachers a book of literary activities (didactic material), containing procedures and activities of literary readings in order to enable another look at the literature teaching. Such research was
driven by the problem of little interest in literary texts among students observed by the teacher- researcher during 7th grade Portuguese Language classes of an elementary public school on the
south coast of the state of Alagoas. This observation led her to some critical reflections about the historical schooling process of literature and the relationship between the reading subject and the literary text. To this end, the following questions were raised, such as: what reading practices can be proposed to promote literary literacy among students, How can diary reading stimulate literary literacy practices among students. From these questions research was developed from a historical-critical perspective with the aim of developing literary literacy practices from reading short stories and recording the students' aesthetic experiences shared in reading circles, based on the theoretical discussions about reading (FREIRE, 1989; SOARES, 2003; 2006). The humanization of literature (CANDIDO; 1995), about reading diaries (MACHADO, 1998; 2005), the reading circle and literary literacy (COSSON, 2018; 2009), among others.
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9
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HOSANA MARIA LINS BUARQUE
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TRAILS OF LITERARY READING: PROPOSED STRATEGIES FOR LITERARY READING OF TALES AND CHRONICLE IN FUNDAMENTAL EDUCATION
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Advisor : LIGIA DOS SANTOS FERREIRA
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COMMITTEE MEMBERS :
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FERNANDO AUGUSTO DE LIMA OLIVEIRA
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JUSCINEY CARVALHO SANTANA
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LIGIA DOS SANTOS FERREIRA
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Data: May 7, 2021
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Show Abstract
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This research was originated from a pedagogical concern: how to propose literary reading activities that relate to the social literacies, with emphasis on the dominant literacy, common to institutional spaces, which sometimes underestimate ideological literacy, of the daily practices of non-institutional spaces, in the terms of Street (2014), considering that the teaching-learning process of reading and writing results from the social relationships in which students are inserted. With the objective of studying and presenting a proposal to the launched problem, I started from the discussion about the strategies of reading practices, and produced a pedagogical notebook entitled “Trails of literary readings: proposals for reading strategies for tales and chronicle in elementary school”, for application in classes from the 6th to the 9th grade of elementary school, by Portuguese teachers, highlighting the aesthetic effects of meaning of the literary text for the construction of a critical and transforming look at reality, promoting the literary literacy. As a methodological approach, action research was adopted, which grounded the steps before and after the development of this research, based on the aforementioned problem and on my daily practice as a public elementary school teacher that demands a process of constant reflection-action. For the study and reflection about the theoretical concepts that guide this research, I highlight the concepts and the authors: reading, writing, alphabetization and literacies, we adopted Magda Soares (2009; 2011), Roxane Rojo (2009; 2012), Regina Zilberman (2003; 2009), Brian Street (2014), Paulo Freire (2019), Brian Street (2014), Rildo Cosson (2018); literature as a human and humanizing aspect, by Antonio Candido (2004), Ana Souza (2010); reading strategies by Isabel Solé (1998), Renata Souza and Cyntia Girotto (2010), Ana Menin (2010).
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10
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LIDIANA PATRÍCIA SOARES SANTOS
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PHRASEOLOGY IN THE CLASSROOM: A TEACHING PROPOSAL WITH IDIOMATIC EXPRESSIONS WITH 8TH GRADE STUDENTS OF A PUBLIC SCHOOL
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Advisor : MARIA INEZ MATOSO SILVEIRA
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COMMITTEE MEMBERS :
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ADNA DE ALMEIDA LOPES
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MARIA AUXILIADORA DA SILVA CAVALCANTE
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MARIA INEZ MATOSO SILVEIRA
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Data: Aug 30, 2021
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Show Abstract
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This research was motivated by the difficulty commonly presented by elementary school students in understanding texts due to vocabulary restriction that compromises not only textual comprehension, but also the production of oral and written texts. It is known that the explicit teaching of vocabulary is little practiced in Portuguese language classes, unlike what happens in foreign language teaching. Therefore, also in the teaching of the mother tongue, it is convenient to think of significant didactic activities that cover not only the study of words alone, but also of “words and their companions” (Leffa, 2000) and in phrasal units, as occurs within the scope of Phraseology. Thus, the action research presented here intends to provide an experience of didactic intervention with 8th grade students of a public school in Maceió, with the aim of increasing the development of lexical competence of students through teaching-learning elements of Phraseology, specifically the idiomatic expressions, also aiming at the development of the metaphorical sensibility necessary for the inferential reading. The data for the analysis of the didactic experience will come from the results of the application exercises in activities such as tests, meaningful and even playful activities using texts, exercises, tests, games, involving sentences, blank texts, and other activities already tested and approved in teaching of foreign languages and perfectly adaptable to Portuguese language teaching. The theoretical basis of the research is based on authors in the area of Lexicology (Polguère, 2018), Phraseology (Burger (1998) and Idioms (Tagnin, 1989) and Ferrarezi Jr. (2008)
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11
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ELISA PEREIRA DA SILVA
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Between lyrics and verses: the use of Brazilian Popular Music as an incentive for the appreciation of the poetic text in a 9th grade class
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Advisor : MARIA INEZ MATOSO SILVEIRA
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COMMITTEE MEMBERS :
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ELIANA KEFALAS OLIVEIRA
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MARIA FRANCISCA OLIVEIRA SANTOS
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MARIA INEZ MATOSO SILVEIRA
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Data: Aug 31, 2021
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Show Abstract
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This research project presents a didactic proposal whose objective is to develop the appreciation of the poetic text through listening, reading and analyzing the lyrics of Songs da MPB in the classroom of 9th grade elementary school students of a state public school in Maceió/ AL. The interest in the research theme arose from the observation that the activities of reading and interpreting poems with students from that grade were the target of lack of interest in the classroom. This attitude may result from the little practice of meaningful reading by the students and consequently leading them to not understand the figurative and polysemic language characteristic of the literary text, thus making it difficult to understand and assign meanings to the text. The work is justified, therefore, by the possibility of providing opportunities to encourage students to appreciate and enjoy literary reading and thus improve their reading skills. This is a qualitative research, more precisely an action research of an interventional nature, whose basic procedure will be holding workshops for listening to the songs, followed by reading, analyzing and appreciating the lyrics, through discussions of the content and messages , using techniques for reading and interpreting texts. The basic material will be provided by a collection of MPB Song Lyrics, previously assembled by the researcher. Questionnaires, logbooks, diary diary, text comprehension tests, among other activities will also be used. The theoretical foundation will be based on the study of the textual genre of song lyrics, especially of song, its origins and evolution (Manzoni and Rosas, 2010). From the point of view of the Brazilian popular music songbook, subsidies will be sought from some researchers in the area, such as Tinhorão (2017), Aguiar (1993) and Tatit (2016). The data to be analyzed will be collected from the results of the questionnaires, tests and activities carried out, in addition to the logbook and diary logs.
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