A competência leitora de alunos do ensino fundamental: uma proposta de intervenção

Reading is a activity of paramount importance in the life of every human being, since this practice is essential condition for the exercise of citizenship. Therefore, it is through reading that the student has access to the knowledge that part of the world around him. However, given the complexity involved in the process of learning to read, teach students to read is not an easy task because often they do not acquire the skills necessary to understand the texts. According to this view, the present study focuses on an educational intervention who aim at contribut to the development of reading competence of students in 6th grade "U" of the State School Senador José Bernardo, in São João do Sabugi - RN. The activities which were of that intervention process were conducted in Portuguese Language classroom and developed through didactic sequences drawn from reading strategies, based on the genres tale and news, since students had serious problems with regard to reading comprehension. Given the importance of meeting the aforementioned difficulty, we seek to develop a proposal for interactive reading activities through genres as a language of social practices, whose goal aimed read to understand and make sense of texts. This intervention proposal falls under the Applied Linguistics and to perform it, were taken as a basis some theories focused on the notion of language as sociointerativa practice, such as studies of Bakhtin (2006, 2011), Bronckart (2012) and targeted contributions to the teaching of reading activity, including, Solé (1998), Oliveira (2010), Kleiman (2013), Leffa (1996, 1999), Silveira (2005). Discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, with regard to the teaching of Portuguese Language, the guidelines were adopted contained in PCN / LP (1998), as well as in Antunes (2003, 2009) and other authors. The results showed that students in the 6th grade increased their understanding capacity of the read texts, by implementing the didactic and pedagogical actions, thereby acquiring the reading competence they needed to keep learning.

Um estudo do gênero ata de audiência na esfera jurídico-trabalhista

The activities in labor judicial sphere are permeated by the use of diverse text genres, which are indispensable instruments to the accomplishment of actions that involve the jurisdictional realm. Among the genres that circulate in this domain, we selected the genre minutes of hearing as the object of study of this research, because it is a document supporting the actions, procedures and deliberations agreed, in hearings, by members involved in work-related litigation. In this study we aim to describe the elements that constitute the referred genre in what concerns its pragmatic, organizational and linguistic dimensions. Therefore, we use the postulations of Sociodiscursive Interactionism as theoretical framework, through the writings of Bronckart (2006; 2007; 2012), supported by Marcuschi studies (2008; 2010; 2011), Koch and Favero (1987), Elias Koch (2011; 2012) and Zanotto (2012). In methodological terms, it is characterized as a qualitative approach research (BOGDAN; BIKLEN, 1994; CHIZZOTTI, 2000; MOREIRA; CALEFFE, 2006) with aspects of an ethnographic work (ANDRÉ, 1995; CANÇADO, 1994). The discussion proposed inserts into the field of Applied Linguistics for it focalizes ―social issues and creates intelligibility about the social practices in which language plays the main role‖ (MOITA LOPES, 2006, p.14). The analyses indicate – regarding the pragmatic dimension – that the genre in focus constitutes artefact that enables the register of actions, deliberations, testimonials, procedures and occurrences established during the hearings and has as its interlocutors judges, litigants and their legal representatives. Concerning the organizational dimension, despite the genre in scope present a proposal of standardized writing, their examples contemplate variations and flexibility especially with regard to the development and outcome of the text. As for linguistic aspects, it is noticeable the presence of lexical choices inherent in the language used by labor law discourse community. Lastly, stand out the relevance of the research lies in the fact that it approaches, from the perspective of the Applied Linguistics, the forensic writing and, consequently, offers contributions to the understanding of such genre.

Leitura do mundo no rap: uma análise bakhtiniana de práticas 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 práticas 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.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Olimpíada de Língua Portuguesa: ressignificação de práticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCHÍNOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students‟ texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Querido diário: a construção identitária de alunos da EJA em diários pessoais

This study aims to present analyses of our research, documentary type, which investigates the construction of cultural identities of the Youth and Adults Education (Educação de Jovens e Adultos – EJA), level III, in a public school in the city of Natal/RN, through personal diaries produced in the school environment. In a qualitative-interpretive approach, we anchor our identity studies (BAUMAN, 2001, 2005, 2006; HALL, 1987, 1997, 2011, 2012) that bring us the idea that identities are built and rebuilt by social relations that we do. To this end, we start from a conception of language that does not require pre-conceptions because they are based on the utterance itself. Therefore, we have analyzed the utterances produced by these students from the perspective of Bakhtin Circle (BAKHTIN, 1988, 1993, 1998, 2002, 2010, 2012), which deals with the discursive construction emerging from intersubjective processes of verbal interaction, in a dialogical relationship of the self to the other, by the otherness and the heteroglossia. Moreover, our study is also guided by the guidance on speech genres (BAKHTIN, 2010) and personal journal (LEJEUNE, 2008; MACHADO, 1998, 2009). We join to Applied Linguistics (MOITA LOPES, 2006, 2009) because we believe that this research focuses on a social practice in which language plays a central role and seeks to demonstrate how the speeches of the subject students of EJA, in personal journals, are building tools not only of their identities, but also knowledge and social life of the position that this subject student takes. We conclude this work in a perception of cultural identities that are built by the subject students of EJA, because the results suggest that the identities of these students are fluidly constructed by the representation that the student makes of his or her school, of being student of EJA and how he or she is a student of this educational modality. Thus, through our work, we plan to present another look about the identity or identities of a student of EJA, pointing an insight of this subject.