Opera����es lingu��stico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GR��SILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Gr��sillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as ���concluded���, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.

Os youtubers e a representa����o do certo, errado, adequado e inadequado no trabalho com a varia����o lingu��stica em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

Elei����o nas escolas: uma an��lise do impacto do diretor eleito sobre o desempenho educacional no Estado da Bahia

In Brazil, the selection of school principals is set in a decentralized manner by each state and city, such that processes may vary with time for a specific locality. In the state of Bahia, school principals were appointed by a higher political hierarchy until 2008, when schools under state administration started selecting principals by elections. The main goal of this work is to evaluate whether changing this specific rule affected students proficiency levels. This is achieved by using a panel data and difference-in-differences approachs that compares state schools (treatment group) to city schools (control group) that did not face a selection rule change and thus kept having their principals politically appointed. The databases used are Prova Brasil 2007, 2009 and 2011, the first one prior and the other two former to the policy change. Our results suggest that students attending schools with principals that are selected and elected have slightly lower mean proficiency levels both in mathematics and in portuguese exams than those attending schools with appointed principals. This result, according to the literature, could be related to perverse effects of selecting school administrators by vote, such as corporatism, clientelism and politicization of the school environment

Filhos da independ��ncia: etnografando os estudantes bissau-guineenses do PEC-G em Fortaleza-CE e Natal-RN

Notre travail propose de comprendre l`immigration africaine contemporaine du Br��sil �� travers l'univers des ��tudiants guin��ens participant au Programme ��tudiants �� Conv��nio de Gradua����o �� (PEC-G) dans les villes de Fortaleza dans l'Etat Cear�� et Natal dans l'Etat de Rio Grande do Norte, en ��tudiant leurs strat��gies de convivialit�� et d'adaptation. Les ��tudiants ��trangers s��lectionn��s dans ce programme font leur licence gratuitement dans les Instituts d'Enseignement Sup��rieur (IES). Pour acc��der �� ce programme ils doivent r��pondre �� certains crit��res : montrer qu'ils sont en mesure de payer leurs frais au Br��sil, avoir le bac ou un dipl��me ��quivalent et ma��triser la langue portugaise lorsqu'ils sont originaires d'un pays n'appartenant pas �� la Communaut�� de Pays de Langue Portugaise (CPLP). Les ��tudiants qui participent �� des programmes de d��veloppement socio-��conomique contract��s entre le Br��sil et leurs pays d'origine sont prioritaires. Ces accords les contraignent �� rentrer dans leurs pays d'origine et de travailler dans le domaine dans lequel ils ont ��t�� dipl��m��s une fois les ��tudes termin��es. Les ��tudiants, qui arrivent au Br��sil porteurs de leurs identit��s ethniques guin��ennes, entrent en contact avec la soci��t�� br��silienne et acqui��rent ainsi une �� identit�� hybride ��. C'est dans ce contexte que ce travail analyse le quotidien des ��tudiants africaines au Br��sil avec un regard port�� sur les ��tudiants de Guin��e-Bissau �� Fortaleza et �� Natal comprendre l'exp��rience des ��tudiants qui vivent en terre ��trang��re. Ainsi, le lieu (Br��sil) prend toute sa valeur par rapport au distant (Guin��e) autrefois li�� par l'histoire coloniale et aujourd'hui li�� par des relations internationales ou diplomatiques. Finalement, la construction d'une �� nouvelle �� identit�� ethnique, d'une culture guin��enne au Br��sil s'op��re dans une c��l��bration mobile c'est-��-dire successivement form��e et transform��e en relation avec les formes �� travers lesquelles l'individu est repr��sent�� ou interpel�� dans les syst��mes culturels dans lesquels il est impliqu��.

Pr��ticas de letramento digital de professores em forma����o: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D��RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Tradu����o, adapta����o cultural e an��lise das propriedades psicom��tricas do activities of daily living questionnaire - ADLQ - para avalia����o funcional de pacientes com a doen��a de alzheimer

O Activities daily living questionnaire - ADLQ foi elaborado para avaliar atividades b��sicas e instrumentais em pacientes com a doen��a de Alzheimer. O objetivo principal deste estudo consistiu em realizar a tradu����o do ADLQ para a língua portuguesa, adapta����o transcultural e an��lise das suas propriedades psicom��tricas. A amostra foi composta por 60 pacientes e os respectivos 60 cuidadores. O estudo iniciou-se com a tradu����o do instrumento pela t��cnica de retrotradu����o associada ao m��todo bil��ng��e. A vers��o traduzida foi respondida pelo cuidador e o Mini Exame do Estado Mental (MEEM) aplicado ao paciente. A an��lise psicom��trica foi realizada atrav��s da validade das medidas do instrumento. Os resultados verificaram uma correla����o inversamente significativa (r=-0,793;p<0,05) entre os instrumentos avaliados, com uma explica����o da vari��ncia total de 62%. A coer��ncia interna do instrumento foi realizada atrav��s da correla����o com os resultados do MEEM sugerindo uma vers��o condensada do ADLQ. Avaliando-se atrav��s do teste t para amostras correlacionadas, as m��dias do ADLQ-vers��o traduzida e vers��o condensada n��o apresentaram diferen��as significativas, demonstrado assim que a simplifica����o do instrumento n��o alterou os valores do n��vel de depend��ncia funcional observados. A an��lise fatorial realizada atrav��s da rota����o Varimax indicou seis dimens��es. Atividades como; comer, vestir-se, banho, necessidades fisiol��gicas, tomar comprimidos, participa����o em grupos, administrar finan��as, manusear dinheiro, locomover pela vizinhan��a, usar telefone, compreens��o, dentre outras, s��o os mais importantes preditores da capacidade funcional, no grupo estudado. Atividades com desempenho pouco comum a ambos os sexos, e no desempenho de pap��is sociais enquanto g��nero na sociedade brasileira (afazeres dom��sticos, consertos e manuten����o em casa), na amostra estudada, n��o demonstraram ter import��ncia na determina����o da capacidade funcional com o paciente com a Doen��a de Alzheimer. O presente estudo disponibiliza uma nova ferramenta de avalia����o funcional, visando contribuir para a mensura����o mais cuidadosa do estado funcional do paciente por todos os profissionais da ��rea da sa��de

Satisfa����o do paciente com a fisioterapia :tradu����o, adequa����o cultura e valida����o de um instrumento de medida

The measurement of patient satisfaction can provide information about the success of the care provider in reaching the values and meeting the expectations of the patient. The purpose of this study was to translate into the Portuguese language and to culturally customize to the Brazilian population the instrument to measure patient satisfaction with physical therapy elaborated by Goldstein et al. The study sample was made up of 279 patients who were undergoing physical therapy treatment at 39 different private clinics in a middle-sized town in northeastern Brazil. For the translation of the survey instrument, the back-translation technique was employed, in association with the bilingual method. The reliability and validity of the Brazilian version of the instrument were both assessed. Reliability analysis, carried out with the computation of Cronbach alpha coefficients, showed that the measures obtained with the instrument have a high degree of internal consistency. The aspects dealing with the patient therapist relationship are the most important predictors of satisfaction, followed by those dealing with courtesy, privacy, and practical aspects such as efficiency of the facility in the patient admissions process, setting up of appointments, and waiting time in waiting room. Items dealing with aspects such as location of the facility and availability of parking facilities may underestimate the reliability of the instrument. This study translated, culturally customized, and validated an instrument to measure patient satisfaction with physical therapy originally developed in English. By so doing, this study has made this instrument available to the Brazilian society, and it has rendered it a useful parameter that can be utilized in our country in the field of physical therapy

Max Stirner, o ��nico e o que lhe �� pr��prio: uma interpreta����o e(m) algun(s) ensaio(s)

This work has a study object the main thinking work of Johan Kaspar Schmidt well known as Max Stirner (1806-1856) - originally titled (in German), Der Einzige und sein Eigentun, and translated into Portuguese by the Portuguese publisher Ant��gona in 2004, under the title The Unique and its Ownership. This book was known in 1844 although its publication dated 1845 seen that the censor of that time rejected the publication request in that year - saying that ( ) in concrete passages of that work, not only God, Christ, the church and the religion are usually object of proposal blasphemy, but also because all social order, the state and the government are defined as something that should not exist simultaneously as one justifies the lie, perjury, the murder and suicide and denies the ownership right. After this first attack and rejection by its bearing the unique come to be others target, due practically to all the philosophical political thinkers its time including thinkers like Ludwig Feuerbach and Karl Marx & Friedrich Engels in spite of, on the other hand, having inspired formulations and reformulations of many of those thinkers that were against then in their times, as well as those thinkers that came after then such as Nietzsche himself. Even though this work was be victim of powerful attempts of erasing it of history, it has shown a great repercussion power and that is the main reason that led us to ask the following questions what is its big originality? , how could his author arrive at a so impactant perspective? What is its most legitimate political place? We endeavored in elaborate answers to those questions trough the exegesis of its text, taking in account both the scholarship environment where the author produced his intellectual life set - and the detailed reading of texts linked to discussion in focus, where this reading is always based upon the meaning and senses traced by the texts and its contexts as a precaution against the limits and the traps of the readings which shed light markedly on strict letter of the phrases constructs. Ours conclusions point at to the idea that a work like this , that subverts the characteristic ways of thought of the modernity, completely, continues being a utter odds, without rank in the history of thought and the moderns political practices, finding parallel possibility only, in a very special way, with a certain autharchic perspective of Ancient Greece

Brincar, atividade humana e ferramenta pedag��gica no contexto escolar da regi��o metropolitana de natal

This thesis talks about the use of guided educational tools in play and playful in public schools in the Metropolitan Region of Natal (MRN), contributing to the teaching and students learning of basic education in the contents of portuguese and mathematics. We assume that the play is an activity / human need and therefore implies the proper development of children in physical, psychological, biological, cultural, social and historical aspects. We consider the mediation exercised by the teacher in the classroom, and the affection existing between teacher and student, sine qua non terms, so that the truth and fact of the process of teaching and learning occur. Thus, theoretically collaborated Paulo Freire, with his dialogical vision; Lev S. Vygotsky says that we learn and why we develop; Lev S. Vygotsky that states that we learn and for that we develop ourselves; Pierre Bourdieu and the concept of habitus, as something embedded and therefore procedural, and the cultural capital that needs to be fed and (re)meaning at school; Luiz Pereira, Bernard Lahire, Gilles Broug��re and others brought their theoretical contributions. The empirical field of research was composed by the Municipal School Professor Ulysses de G��is, located in the neighborhood of Nova Descoberta in Natal, and the Municipal School Jos�� Horacio de G��is, located in the community of Guanduba, in S��o Gon��alo do Amarante, municipalities of the Metropolitan Region of Natal (MRN). We used as methodology the collaborative-action-research as a possible of effective participation of the research subjects, imputing them a voice and performance in the process, and not considering them just observers. The results indicate the effectiveness of the pedagogical tools in play and playful to the learning of students, but that alone is not able to solve all the problems of the school, other referrals need to be secured, as the planning of the actions to be developed in the school and in the classroom, systematized pedagogical orienttion for faculty, family participation/involvement in the school life of students, among other actions that need to be weighted so that education fulfills its role and promote the emancipation of the subject, because in the freireana liberating perspective, "the reading of the world preced the lecture of the word"

Fam��lia, aluno e professor: as for��as tipol��gicas da educa����o b��sica na regi��o metropolitana de Natal

This work was developed in the research line: "The habitus of study: builder of a new reality in the basic education of metropolitan area Natal" which is being developed with the support of CAPES by the Centre for Education. Acts, especially the problem of academic performance of students in basic education of the public in the Metropolitan Region of Natal (RMN). Thus, the aim of this paper is to construct a typology of students in the 9th year of basic education, attending the public schools (state or municipal) of MRN, 2009, and assess, according to these profiles, what personal characteristics student and their families: economic, social and cultural capital as well as teaching practices create environments capable of favoring a good educational development as measured by the performance obtained in the assessments in mathematics and English language. The data used were provided through the microdata Brazil Exam 2009 held by INEP. We used the methods Grade of Membership (GoM) for construction of profiles relevance of students according to the characteristics already mentioned. With these profiles was verified, which were effectively generating good performance in school curriculum components evaluated. The findings indicate that students belonging to the profile considered good environment, able to achieve better school performance both in Portuguese as in Mathematics, compared to the extreme profiles and adverse deficit

A pr��tica docente de Myriam Coeli na d��cada de 1960

The present work has as objective to reconstitute the biographical profile and pedagogical practices of the teacher Myriam Coeli de Ara��jo Dantas da Silveira, in the Professionalizing scholl of the Federal Net of the Rio Grande do Norte, in the 60 s years. The choice of the period is justified by being this the time of important changes in the Education, as an example we have the implementation of the Law of Lines of direction and Bases of the National Education, the 4.024/1961. This teacher contributed for the formation of the potiguar s society scholar, acting in the press, the journalism and the teaching, activity that I analyzed in this study. How the pedagogical practices of her had happened in the 60 s years? This question guided the research and, in the search to answer it I used as source the Public Archive of the Rio grande do Norte, the Historical and Geographic Institute of the Rio grande do Norte, the periodicals of the time, photographs, sketch books of Myriam Coeli and interviews with familiar, former-pupils and contemporaries of this master. I verified that her performance always was based in the educational changes lived deeply for her, carrying through a series of activities in the school as: elaboration of the annual program of Portuguese Language, organization of literary competitions and an practice based on the effective norms without leaving to unite respect and the understanding for the pupils. Of this form, the analysis is not summarized only to the practices of a teacher, but the configuration, in part, of the Rio Grande do Norte educational history in a determined period, the 60 s years

A recep����o do g��nero romance na escola: pr��ticas de leitura e formas do trabalho docente

Ce travail se propose de discuter, dans les domaines de la linguistique appliqu��e, focalis��s dans l enseignement-apprentissage de la langue maternelle, les processus didactique-p��dagogique avec lesquels se construisent, interactivement, et s organisent les pratiques de lecture et d ��coute du genre roman, en tant qu objet enseign��, dans le contexte du cours de langue portugaise. On cherche ici, sp��cifiquement, �� d��crire et �� interpr��ter les diff��rentes mani��res utilis��es par l enseignante pour apprendre la lecture et l ��coute du roman Le Petit Prince, d Antoine de Saint-Exup��ry, et, par cons��quent, la r��ception de ce genre du discours par les apprenants, r��sultat des ��changes interactifs entre l enseignante et les apprenants pris dans le processus de transposition de savoirs �� propos de ce genre. La condition d existence de ces ��changes se trouve dans les proc��dures didactiques de l enseignant lorsqu il propose aux apprenants des activit��s de la lecture et de l ��coute des textes. Dans ce contexte, le corpus dont nous nous occupons se constitue des enregistrements en vid��o, audio et prises de notes dans les carnets de classe des cours de Portugais, pour la p��riode scolaire de 2005, avec un groupe de 5��me ann��e de la formation fondamentale d une ��cole publique f��d��rale de Bel��m (PA). Du point de vue th��orique-methodologique, nous nous inspirons des contributions de Moita-Lopes (2003) et Geertz (2006), surtout �� ce qui concerne la conception et les proc��dures de constitution et traitement des donn��es selon les pr��suppos��s de la recherche ethnographique. Encore du point de vue th��orique et pour ce qui concerne l analyse des donn��es, nous utilisons les contributions de Bakhtin (2003), sur les ��tudes ��nonciatif-discoursifs sous une conception dialogique du langage, les contributions issues des domaines des ��tudes appliqu��es et des ��tudes en didactiques de langues, dans la section de Psychologie et Sciences de l ��ducation de l Universit�� de Gen��ve, coordonn��e par Schneuwly, Dolz et ses collaborateurs (2000, 2001, 2002, 2004 et 2005) envisageant la construction de l objet enseign�� par moyen d instruments didactiques, et, finalement, Rojo (2001 et 2002), et sa discussion sur l apprentissage des capacit��s de lecture essentielles �� la formation du lecteur et producteur �� l ��cole. L analyse des donn��es obtenues nous a permis de relever la fa��on utilis��e par le professeur pour enseigner le genre roman, mettant en relief l apprentissage de la lecture par les apprenants �� travers les instruments didactiques capables de le faire devenir l objet enseign��

Ser professor de portugu��s: o que dizem os discursos reguladores, os alunos e os professores no contexto da forma����o inicial (UMINHO/Portugal e UFRN/Brasil)

The constitution of being a teacher of Portuguese occurs in a dynamic process involving various factors, such as the requirements of regulatory documents, the context of teacher formation, and the configuration of current society, per se. This study is aimed at reflecting on the initial formation of teachers of Portuguese and on official documents that face this formation, raising the following questions: (1) what does it mean to be a Portuguese teacher? (2) what is the vision of the subjects (teachers and students) involved with the formation of teaching the Portuguese Language? (3) how do these individuals deal with official documents? and (4) how do these subjects discourses relate? To understand the context of the formative processes and the knowledge inherent in them, first we take the studies of Garcia (1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom the object of the Humanities, the sciences of man, is the text, since man is, by nature, an expressive being. We situate this study in the framework of qualitative research. It is a multiple case study that focuses on two contexts: formation of teachers of Portuguese at the University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil. The data that make up the research corpus come from documents elaborated by the Ministries of Education of Portugal and Brazil and were adopted by the two teacher formation institutions cited, from individual interviews involving eight trainer teachers (four from each university), and from two group-interviews (one in each institution), done with students in training. Our analysis is divided into three stages: first, document analysis; second, analysis of the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the students in training. It is noteworthy that our purpose in this research was not to come out with a definition like being a teacher of Portuguese is X, but we are interested, above all, in discussing the issues surrounding initial formation, seeking different points of view, and hearing voices coming from different social positions for better understanding our object of study. Our analysis reveals that the initial formation of teachers of Portuguese, both in Portugal and Brazil, occurs in a complex way, under the influence of various factors, including: (a) difficulties in having the individuals involved adapt to the demands of regulatory agencies; (b) students and teachers adequacy to the organizational model of the post-secondary institution; (c) teachers difficulties to deal with the learning problems of students who have limited schooling basis and come from distinct socioeconomic realities; (d) a search for the establishment of methodologies for teaching and learning the Portuguese Language more adequate to reality; and (e) a search for a definition of professional knowledge needed for the teaching practice

Literatura de monteiro lobato no ensino de ci��ncias

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser��es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos�� Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science��s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser��es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

A fun����o mediadora do planejamento na aula de leitura de textos liter��rios

This dissertation sutdies the mediative function in the planning of literary text reading classes of Portuguese. Its main central focus proposes that planning favors the pedagogical reading work of literary texts in the teaching of Portuguese, for they are regarded as one of the mediative elements the teaching-learning process. It also allows for its subjects to rethink the practice, theorizing it. As a theoretical basis the studies on participative planning are used, especially the studies concerning dialogic planning. The language/literature teaching perspective adopted in this work is guided by the socio-interactive conception of language, in a way that reading is seen as a comprehensive and interactive activity. Given the research process, the analysis of the reading process involved the Reader s Response, once that this theory considers the role of the reader and her/his interaction with the text. The study is grounded upon the following research question: which role(s) does the pedagogical planning play as a mediator of the reading teaching-learning process? The main objective of this dissertation is to investigate the pedagogical planning activity as a mediative instrument in the practice of reading in the Portuguese classes. The study is constituted of three stages, the third being emphasized (2002/2005) in which the direction of the participative action-research was used, as a way of acknowledging the pedagogical role in the teaching plan, as an instrument capable of rendering reorganization in the teaching-learning process of reading classes. We have as participants teachers of Portuguese in the elementary school (Ensino Fundamental, 3�� ciclo), besides other segments of public schools, in the city of Pau dos Ferros RN, in which the previous studies were developed. The results point to the relevance in the role of the teacher, as a more experienced reader, in developing of pedagogical strategies that may come to favor the teaching of reading, having in the pedagogical sphere an instrument of theoretical reflection and sistematization of activities to be implemented in the classroom. The conclusions highlight the class plan as the mediative instrument to be incorporated and internalized into the teaching practice, amplifying and modifying the teacher s intervention forms, favoring, thus, her/his pedagogical mediation