Banca de DEFESA: BRUNA LAYS ALENCAR BRANDAO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BRUNA LAYS ALENCAR BRANDAO
DATE: 27/07/2023
TIME: 09:00
LOCAL: Cedu
TITLE:

Learning punctuation: Remarks on some Brazilian studies

KEY WORDS:

Punctuation; Methodologies; Teaching.

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This study aims to investigate the use and understanding of punctuation marks by children at different levels of education in the school context over the last 20 years. It is relevant to know what Brazilian professors and researchers say about punctuation from its historical aspects to the present day. The research have as theoretical reference authors such as Vieira (2021) , in which the author explores punctuation as barely visible to children when they produce their own texts, and that their greatest attention is just reviewing what was written. In Rocha (1997) the continuous of punctuation marks and crossed in their historical evolution is highlighted, followed by which they also appear when producing the texts and left the function that they exercise in the productions. Leal and Guimarães (1999) try to understand the main challenges that early grade teachers face when teaching punctuation, as the authors explained that teachers do not master the normative rules of punctuation and the practice of activities are built on psychological sentences. Authors such as Mendonça (2001), Carvalho Rocha (2001), Leal and Guimarães (1999), Brandão and Silva (1999), show that punctuation teaching practices do not match the real sense of understanding its functionality and uses by children, because they are based on the memorization of activities with repetitive and fragmented rules. For Brandão e Silva (1999), Ferreiro (1996) and Carvalho Rosa (2001), the teaching of punctuation is linked to the occurrence of educational and segmented phrases. Therefore, this investigation is concerned with raising the problems faced in the classroom with the teaching of punctuation, and that the problems in this domain are marks seen through the bias of reflection and clarification that the audience is still a poorly explored content and which should be taught in ways that lead the student to reflect on its applicability in a contextualized and reflective way.

BANKING MEMBERS:
Presidente - 2145404 - EDUARDO CALIL DE OLIVEIRA
Interno(a) - 2346585 - YANA LISS SOARES GOMES
Externo(a) ao Programa - 3284162 - ADNA DE ALMEIDA LOPES