A escrita no ensino fundamental II: uma análise dos desvios ortográficos e sugestões de estratégias de intervenção

Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Platão. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.

A leitura e a produção textual no ensino fundamental I: uma proposta de como trabalhar com os gêneros textuais

The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students‘ own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.

A produção textual no ensino fundamental: processo de retextualização com o gênero memórias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.

Trabalho e família: um estudo da interação de papéis com secretários executivos

The balance between the demands of two important spheres of human life, work and family, has become a challenge due to the pressures of the contemporary that is expanding around the difficulties of reconciling these two comínios. In this sense, this research aimed to understand the work-family interaction in the perception of executive secretaries. The analysis approach used was qualitative research, by worrying about a reality that can not be quantified due to the subjectivity of his goal. The data collection technique used was the semistructured interview to twenty executive secretaries, servants of a Federal Institution of Higher Education. For the understanding and interpretation of the data, we used the technique of content analysis. The results of both analyzes identified the existence of conflict as enrichment in this interaction. The time was identified as the largest generator of conflict work. The overload, relationship stress and conflict emerged as elements common to both domains. As main implications of labor disputes, were revealed: problamas health for secretaries and stress. As main implications of family conflicts emerged: motivation for work, lower performance and lack of concentration. The attempt at balance was identified as the strategy most used by secretaries to minimize work-family conflict. The work-family enrichment was seen as resources that contribute to improving the lives of the secretary in both domains. The opportunity to add knowledge was highlighted as enriching element of work and family values ​​as elements enriching family. The support and experience emerged as enrichment items common to both domains. Regarding the implications of enrichment resulting from the interaction of work and family, the more perceived by respondents were: increased knowledge and skills, material and psychological benefits, improved quality of life and personal and professional fulfillment. From the perception of executive secretaries, work and family spheres of human life are essential and complementary, and that help is contrary, however, this relationship is the primary management of conflicts, ie, how the individual sees and manages the negative side of the work-family

Desempenho e background familiar: um estudo no acesso a uma instituição de ensino técnico federal no Brasil

This paper comprises an investigation on the influence of the variable family backgrounds (father school level, mother school level and family income) over the pupil s performance in admissions examination (entrance test or PROITEC) at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). From that point of view, the main goal of this research is to analyze the influence of the family background as a determiner of the pupil´s performance in the access to Technical and Professional education at IFRN. Secondary data were used from two databases (entrance test and PROITEC) adding up to 19.226 observations to the vacancies offered in the year of 2013. Aiming at achieving the proposed goal, a conceptual model composed of three hypothesis was developed. The results were presented in four stages: stage I presentation of the descriptive statistical results of the two databases; stage II separation of the campi in clusters; stage III analysis of multiple regressions; stage IV analysis of the logistics regressions. Two statistical tests were used to validate the hypothesis: T-test and Wald test. Hypothesis 1 and 2 were confirmed and H3 was refused. The results presented favorable causal connections to the family income and the father school level variables (with bigger effect for fathers with a higher education degree). The mother school level variable did not provide statistical significance for this research. Based on this result, after this work, this institution is to develop a strategic plan to assist in the success rate of students preparing diagnoses in order to diminish the effects of the variables that impacted negatively

A Relação professor-aluno e a afirmação do discente como sujeito do processo projetual: um estudo exploratório sobre a produção do trabalho final de graduação em arquitetura e urbanismo na UFC e na UFRN

This work deals with teacher-student relationship (TSR), held in a very special moment: the semester of graduation of architecture and urbanism, where students prepare the final work called Graduation Final Work (GFW). That is the last stage to obtain the title of architect and urban planner in Brazil. The text discusses this problem in several ways, emphasing the relationship between graduated student and his/her mentors into the consolidation process of the student as an actor of the planning process, here defined as "autonomy". The work is focused on understanding the TSR in order to elucidate its importance for improvement of teaching bases on development of the GFW, more than the relation between curriculum and institution. Related with the exploratory characteristic of this master thesis, methodologically, the field work happened through: (i) observation of mentorship guidance, (ii) interviews, and (iii) application of questionnaires to teachers and students. Participated 10 pairs of student and mentors of two federal university of Northeast: 05 pairs of the Federal University of Ceará (UFC) and 05 pairs of the Federal University of Rio Grande do Norte (UFRN). The results presented the development of the GFW as a difficult process / fearful for students, highlighting the main problem situations: the difficulty in choosing the theme, the super-sizing of the process, students' insecurities, and parental relationship with the supervisor process. Summing up, the work indicates that the students has a limited autonomy on the GFW process, which calls for a revision in order to promote the consolidation of the student autonomy, which must be observed for some positions recognition of the role of each actor in the process of orientation