A oralidade no ensino de Língua Portuguesa em livros did��ticos para educa����o de jovens e adultos (EJA): reflex��es e proposi����es

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F��vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Leitura do mundo no rap: uma análise bakhtiniana de pr��ticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ��� in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ��� some Rap songs of protesting ��� it was analyzed the students��� reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Leitura do mundo no rap: uma análise bakhtiniana de pr��ticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ��� in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ��� some Rap songs of protesting ��� it was analyzed the students��� reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos

PASSEGGI,Luis ��lvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: análise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

A produ����o tardia da profissionaliza����o docente e seu impacto na redefini����o identit��ria do professorado do ensino fundamental

El objetivo de este estudio consisti�� en capturar y reconstituir el modo por el cual profesoras y profesores vinculados a la educaci��n infantil y a la fase inicial de la ense��anza fundamental producen su identidad docente, en el contexto de una tard��a profesionalizaci��n. El campo de esa pesquisa envolvi�� tres instituciones p��blicas de ense��anza superior, dos en Natal (RN) y una en Jo��o Pessoa (PB), que desenvulven programas especiales de formaci��n de docentes vinculados a las respectivas redes locales de ense��anza. Para el atendimiento del objetivo arriba propuesto, fue utilizada la teor��a de las representaciones sociales para la captura de los elementos constitutivos de las representaciones sociales del profesorado conforme la formulaci��n de Serge Moscovici y colaboradores, consider��ndose, aqui, especialmente, la contribuci��n de Abric en su complementar teor��a de nucleo central de las representaciones. Teniendo en vista la necesidad de identificaci��n de los elementos estructuradores de las representaciones, y definidores de las identidades en cuesti��n, se privilegi�� en la pesquisa la producci��n discursiva docente y sus condiciones de producci��n. La utilizaci��n de sus evocaciones, bien como de las fuentes escritas por los propios sujetos envolvidos, oportuniz�� el afloramiento de las diferentes faces constitutivas del ser profesor/a . El corpus decorriente de ese estudio fue entonces somentido a una serie de diferentes m��todos / t��cnicas condensadas en programas informatizados y otros manuales en um esfuerzo para conferir un mayor rigor al an��lisis de los resultados apuntados. Se utiliz��, a��n, un referencial de an��lisis del discurso para viabilizar la emergencia de diferentes ��ngulos de la configuracion de la identidad en foco. Los resultados apuntam para un significativo deslocamiento de las representaciones docentes, bien como permitem afirmar la hip��tesis, inicialmente puesta, de que la profesionalizaci��n docente ocurre no apenas de manera tard��a, como tambi��n viene provocando una resignificaci��n de los referentes de identidad de esos profesionales

O ensino da hist��ria e o pensamento reflexivo-cr��tico da professora no 3�� ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic�� / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

A Profici��ncia escritora em matem��tica trabalhada nos livros did��ticos dos 4�� e 5�� anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

A pr��tica de corre����o textual por professoras de língua portuguesa do ensino m��dio

Cette recherche analyse les pratiques de correction de textes de l'enseignement du 1, 2 et 3 ��me niveau. Nous avons parti de discutions avec les professeurs de Langue Portugaise des troisi��mes ann��es d���une ��cole appartenant au enseignement publique, situ��e �� la ville d���Assu RN. L'��tude a les postulats th��oriques de Cruz (2007), Dellagnelo (1998), Oliveira (2005), P��cora (1999), Ruiz (2001), Serafini (1989), et d���autres. La m��thodologie est de nature qualitative et d���interpretation, dont le mat��riel a ��t�� constitu�� �� partir des rapports des enseignants professionnels, ainsi que les 92 textes recueillies entre juillet et ao��t 2008. Les d��s montrent que la correction se configure comme un travail pratique, qui vise �� aider les ��tudiants �� am��liorer leur ��criture. Les professeurs font la correction d���une forme m��lang��e, c'est-��-dire dans le texte apparaissent les corrections orthographiques, lexicales, etc., mais la pr��dominance de la correction est par rapport aux id��es, pour le contenu du texte. Dans ce sens, les professeurs se rendent compte du valeur et de la hi��rarchisation des id��es discut��es par les ��l��ves, les reconna��tre comme l'organisation de la s��mantique et la s��quence du texte. Tous les autres aspects (structurelles, grammaticaux) sont importants, cependant, en g��n��ral, dans la pratique de correction des ��tudes, l���exposition les id��es occupent une place importante. Les marques de correction apparaissent sous la forme de petits billets, qui appr��cie ��galement toutes les ��tapes de l'��criture de texte

Forma����o docente e g��neros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Par��metros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

Autoria e escrita: uma reflex��o acerca do autorar em mem��rias de leituras de alunos de 9�� ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

A tirinha c��mica em quest��o: atividades de leitura no livro did��tico de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDON��A, 2006, among others)

Letramento liter��rio na escola: o poema na aula de língua portuguesa no ensino m��dio

Esta investigaci��n est�� incluida en las discusiones sobre las relaciones entre literatura y ense��anza, recortando el lugar de las escritas po��ticas en las clases de Lengua Portuguesa en la Ense��anza Media. En t��rminos epistemol��gicos, nuestra reflexi��n problematiza, entre otras cuestiones, el desplazamiento que ocurre cuando las manifestaciones literarias se apartan de sus soportes originales y se adentran a las escenas de la clase de lengua materna, transform��ndose en objeto de ense��anza y contenido did��ctico. En el ��mbito de las pr��cticas escolarizadas de la lectura literaria en la Ense��anza Media, nuestra reflexi��n tiene como objeto la didactizaci��n del g��nero textual poema. En esa etapa de la ense��anza, el poema como componente curricular a��n no est�� definido. Eso es ocasionado, de modo general, por dos razones: por la naturaleza espec��fica del g��nero y por los procedimientos did��cticopedag��gicos utilizados cuando se hace la lectura del poema en clase. En relaci��n al modelo consagrado de la ense��anza de literatura en la Ense��anza Media, apoyado en la descripci��n de la historia de la literatura brasile��a a trav��s de esquemas cronol��gicos de movimientos est��tico-culturales, pretendemos hacer un desplazamiento en lo que respecta a ese abordaje y situar el letramiento literario a partir de las formas l��ricas recurrentes en la producci��n literaria en Brasil, en la perspectiva de la ense��anza de la lengua mediada por el estudio del texto. Para tanto, utilizaremos como aporte te��rico las siguientes ��reas del conocimiento: la teor��a literaria, la ling����stica aplicada y la pedagog��a de la ense��anza de lengua materna