Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Uso didático do Facebook como estratégia de leitura para o gênero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Solé (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Autoria e escrita: uma reflexão acerca do autorar em memórias de leituras de alunos de 9º 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

O Gênero requerimento na perspectiva sociorretórica: análise da produção de graduandos no ambiente acadêmico-administrativo da UFRN

In administrative settings of public institutions, many activities are conducted through writing practices. Concerning this, writing is always connected to an activity we intend to perform. Among those practices, the genre request consists of an instrument through which the requirer addresses to an institution in order to request something under the support of legislation. Considering our work experience in a public institution of higher education, we elected - as object of our research - the genre request produced by undergraduates within the administrative domain of the Federal University of Rio Grande do Norte (UFRN) due to its importance in this context. For this, the theoretical framework adopted refers to the socio-rethorical conception of genre studies, which understands the genre as forms as rhetorically typified action (MILLER, 2009a; SWALES, 1990; BAZERMAN, 2009). Regarding methodology, it is a research associated to a qualitative approach (BODGAN; BIKLEN, 1994; CHIZZOTTI, 2010) whose discussion inserts into the field of Applied Linguistics. The data were generated from samples of requests and their users replies in questionnaires, interviews and verbal protocols of writing. The data analysis is based on the ethnographic methods of genre analysis postulated by Devitt, Reiff and Bawarshi (apud JOHNS et al., 2006). These analyses indicated that the requests are not always fully accomplished due to a lack of comprehension about the genre and its rhetorical situation on the part of the producers. It must probably happen - among other reasons - because these students may not have understood that several factors, such as: context, audience and purpose, affect the text production. We believe that one possibility to make the practice of this genre more efficient is to develop a more simple and practical way of elaborating requests, taking the needs imposed by the rhetorical situation as a basis

A construção da imagem de leitor em memórias de leitura

In this work, we analyzed reading memories of mother language teachers in continuing education context. Our objective was to understand how each individual has built his/her reader image. Our theoretical approach to the construction of selfimage was based on the concept of discursive ethos, understanding it with Charaudeau (2006) as something constructed in the intersection of glances (of the self and the other). To understand how each teacher has built his/her reader image in that intertwining of glances (of the self and the other) we are on the contributions of Bakhtin (2003, 2010b) on exotopic glance or distant/external glance. Therefore, in the analysis, we tried to capture the exotopic glance of the teachers about themselves in the various stages of their reader formation and from our exotopic look of researcher; we gave provisional finish of the reader image that teachers built of themselves. For the analysis, we adopted other theoretical assumptions: about genres, theme, composition and style, statement and social voices we based on Bakhtin (1997, 2003, 2010a, 2010b); on the notion of the discursive ethos we anchored in studies conducted by Maingueneau (2008a, 2008b); about reading, we adopted the theoretical references of Rojo (2005, 2008, 2009a, 2009b, 2009c, 2009d), Garcez (2002), Freire (2008) and Silva Neto (2007). For the discursive genre reading memories makes reference to the theme memory as well as is related to the context of teacher training, the study was supported in Aragão (1992) and Nóvoa`s (2007) theory. Situated in the area of Applied Linguistics, the research aligns with qualitative-interpretative approach of socio-historical basis. Finally, from the analysis of the corpus, data that emerged from the findings, we conclude by stating that readers have created images of themselves as active readers, readers interested in both readings, the ones respected and the ones unappreciated by the official culture

Manual do professor, muito prazer em (re)conhecê-lo! Uma análise sociorretorica do gênero

Esta pesquisa de natureza documental e etnográfica se insere no campo da Linguística Aplicada, tendo por objeto de estudo o Manual do Professor, que acompanha o livro didático de Língua Portuguesa, e por objetivo geral (re)conhecer os aspectos sociorretóricos do gênero Manual do Professor. O interesse desta tese está concentrado no uso situado desse gênero, a partir do qual se observam seus aspectos sociorretóricos, a saber: o que está posto no produto, o ambiente de interação onde é encontrado e como é visto por seus usuários em potencial. Em um primeiro momento, produzimos um quadro epistemológico que nos permitiu, dentre outros reparos, (i) compreender gênero textual como ação retórica tipificada baseada numa situação retórica recorrente e (ii) obter um panorama dos programas de governo voltados para a avaliação de coletâneas didáticas, nos quais encontramos aspectos indispensáveis a um Manual do Professor. Os aportes teóricos adotados neste estudo referem-se à concepção sociorretórica dos estudos de gênero textual à luz, sobretudo, de Johns et al. (2006), Bazerman (2011) e Miller (2011). Em um segundo momento, sob o viés da abordagem sociorretórica, procuramos definir o Manual do Professor como gênero textual e apresentamos os aspectos retóricos encontrados nas amostras que analisamos, considerando a organização constitutiva, o contexto de uso desse gênero e as percepções de seus usuários autores e professores. A geração de dados deu-se inicialmente a partir da seleção de três exemplares de Manuais de coletâneas didáticas adotadas no IFRN; em seguida, no sentido de reconhecer as percepções dos usuários desse gênero, realizamos grupo focal com professores e entrevistamos o coautor de uma das coletâneas. Para análise dos dados, elegemos o método etnográfico de análise de gêneros postulado por Reiff (apud JOHNS et al, 2006), que nos permitiu analisar o objeto de estudo em contextos autênticos de uso do gênero. Nossos resultados mostram que o Manual do Professor está inserido num sistema de gêneros e no sistema de atividades profissionais de domínio do professor e não se limita apenas a explicar como está organizado o livro didático do aluno. Outros sete propósitos foram observados, dentre os quais se encontram: possibilitar ao docente uma reflexão sobre a sua prática de ensino e sugerir caminhos para a melhoria do processo de ensino-aprendizagem. Acreditamos que esta pesquisa poderá estimular professores, em relação à importância (e não obrigatoriedade) de consultas periódicas aos Manuais; autores, no que se refere a estabelecer uma interlocução mais pessoalizada com seus leitores em potencial e no sentido de esclarecer ainda mais as facetas do livro didático; e editoras, sobretudo no que tange a recursos de editoração, para que o Manual do Professor se torne mais atrativo

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.

O professor e sua formação linguística: uma interlocução teoria-prática

The work in screen constitutes a study of entitled doutoramento THE teacher and your linguistic formation: a dialogue teoria-prática. In him, the researcher, discoursing on subjects that involve the teaching-learning of the verbal language, it focalizes the importance of the linguistic formation for professionals that act in the years you begin of the Fundamental Education. In that perspective, lens to analyze the interrelações among them you know about the teachers, referring to the language (verbal), mobilized in the process teaching-learning of the production of texts written by the students, enrolled in the years you begin of the fundamental teaching. For so much, it developed a research Colaborativa, of qualitative nature, with four partícipes, being three of them teachers of the empiric field, EETB (pointed school for the " Prova Brasil " (2005) as among the ten Brazilian schools with the worst index of revenue discente in the abilities to read, to write and to interpret) and the other (researcher) educational of UERN. The research made use of several methodological procedures, among which stand out: questionnaire, glimpses, reflexive sessions and cycles of reflexive studies, among others. These specific of the Methodology of the Elaboration Conceptual Ferreiriana, adopted in the process of (re)elaboration, for the partícipes of the language concepts, text, textual gender, spoken language and written language. With relationship to the analytic procedures, those were based in contributions of the theory of the formation of concepts, of the Applied Linguistics and of the archaeology of the elect concepts. The results appear that the process of linguistic formation, established through the research colaborativa and of the methodology of the elaboration conceptual ferreiriana, uniting knowledge of the areas of the Education and of the Language, it was productive and he/she reveals a narrow relationship among the acquired knowledge for the partícipes, the (re)organization of the process teachinglearning of the language and the improvement of the productions written by the students of those educational ones

Aspectos linguístico-ergonômicos em rótulos: avaliação da linguagem verbo-visual de rótulos de embalagens para alimentos achocolatados

We have been living in a world of packed products. The package and the labels support the companies to communicate with the customers in addition to give protection, storage and convenience in proportion to the products that move in the price list. The labels mainly add up a value which helps the companies differ their products and increase the value of the brands among the final customers. However, the information given in the label are not clear sometimes. It displays a verbal-visual defective language resulted from a poor visibility, legibleness and comprehensibleness of the verbal and visual marks. The aim of this research is to verify, according to the costumers‟ view, the level of the clarity in the informative texts, harmony and ergonomic conformity of the package labels in the chocolate powder of the Claralate brand, considering the linguistic aspects presented on the labels. The criteria to evaluate the chocolate package selected were based on the linguistic field: the organization and the structure of the text derided from the classification of the textual genre; the clarity and the comprehension of the language utilized on those labels. From the ergonomic view, the informative and ergonomic conformity, based on the following requirements: legibility, symbols, characters, reading fields and intermission of the written lines. Therefore, the research done july 2007 and added july 2011 had a structured questionnaire in the interview put to the 118 customers of the chocolate package that go shopping in one of the two supermarkets in Floriano, Piauí São Jorge and/or Super Quaresma. The main results of the investigation show that the linguistic aspects in the informative texts of the labels provide the customers‟ expectancy partially, while the consideration of the informative ergonomic analyzed can contribute to the improvement of the information and consequent visual progress of those, on the labels of chocolate package investigated. As recommendation towards the maker of the product, the outcome of the research indicates: harmonize the proportion of the letters and numbers; enlarge the letters size; make the visual information more comprehensive determined by the reading field; put the expiry date in a better visual place

Avaliação dos textos informativos em três embalagens de café

O presente trabalho tem o objetivo de apresentar uma investigação sobre o nível de clareza dos textos informativos dos rótulos de embalagens de café torrado e moído, considerando os aspectos lingüísticos e ergonômicos presentes nos rótulos do produto. Lingüisticamente analisar se a linguagem utilizada nos rótulos é adequada para a compreensão das informações pelo consumidor, ainda expor como a lingüística preconiza a organização e estruturação dos textos a partir da classificação do gênero textual. Do ponto de vista da ergonomia a pesquisa pretende identificar a conformidade ergonômica presente nas informações dos rótulos das embalagens de café. Devido à evolução das atividades comerciais, a embalagem passou ao longo do tempo a acumular funções, transformando-se em um considerável veículo de comunicação, informação e sedução do seu público consumidor, por isso, a adoção de normas adequadas relativas às informações pode evitar que o consumidor desenvolva conceitos inadequados ou até mesmo empregue erroneamente um produto alimentício em sua dieta. A engenharia de produção considera importante a inserção de melhores práticas de produção e gestão do produto nas empresas, com vistas ao aumento de sua competitividade, compatibilizando as características ergonômicas do produto embalagem, com as necessidades do consumidor enquanto parte integrante do processo de desenvolvimento do produto. A pesquisa propõe, então, um roteiro para avaliação dos rótulos de embalagens, utilizando para isso um questionário com questões fechadas e uma aberta, aplicados em consumidores de café torrado e moído no momento da compra em quatro supermercados de Natal. Os principais resultados da investigação demonstram que os aspectos lingüísticos dos textos informativos foram considerados bons, enquanto os aspectos ergonômicos informacionais analisados podem vir a contribuir para uma melhoria visual das informações contidas nos rótulos das embalagens das marcas de café investigadas

O evangelho por escrever: uma leitura do desassossego nos fragmentos de Bernardo Soares.

Cette recherche a pour but d approfondir des études qui mettent en lumière des particularités inhérentes au processus de l écriture fragmentaire. Notre intérêt pour ce thème provient de la poétique fragmentaire du Le livre de l intranquillité composé par Bernardo Soares, assistant de notaire et sémi-hétéronime de l écrivain Fernado Pessoa. Notre approche de ce genre textuel commencera par une méthodologie comparative qui nous donnera des notions pour que nous puissions établir quelques rapports de ressemblances et différences entre fragments, maximes, aphorismes et réflexions dont le corpus littéraire sera le journal intime de l intranquilité soarianne, ainsi que la fragmentation du simulacre d auteur au cours des années pendant lesquelles le Livre a été écrit. Le livre de l intranquillité lance des « pulvérisations » réflexives, lesquelles demeurent actuelles, étant donné que le processus de l écriture fragmentaire semble être toujours dans un mouvement constant et, donc, dans l ambiance du à venir. À partir de cela, nous avons passés pour quelques entraves pour essayer d établir une définition pour ce qui serait l écriture fragmentaire. Nous chercherons des points d intersection visant à établir des paradigmes pour obtenir des notions plus précises sur ce genre textuel, concernant les maximes, aphorismes et sentences refléxives.

Referenciação anafórica :as anáforas não-correfereciais no livro didático da língua portuguesa

On recent years, it has been observed an increasing interest on referentiation processes, which involves an important field of Text Linguistics and Discourse Analysis studies. The existence of a significant number of international and national publications which focus on this perspective corroborate this finding. Given the textbook importance as a teaching instrument, and the relevance of the referentiation processes to text production and comprehension, we realize that the study of these two topics articulation is taken as a relevant research theme, with consequences to the improvement of Portuguese Language teaching. Taking this into consideration, we intend to analyze the non-coreference anaphors in texts of Portuguese Language textbooks from fifth to eighth grades, adopted in many schools of Pau dos Ferros RN, considering the frequency, genre, kind of anaphor and manifestation form. This study is classified as a documental and qualitative research. We have found out that the indirect anaphor was used in more than a half of the corpus. We have found out, as well, that the literary and press genres do not favor the use of labeling and metadiscursive anaphors. On the other hand, concerning the indirect anaphor, it is clear its abundant use in the literary genre. In what concerns the manifestation forms, we have verified that on labeling and metadiscursive anaphors it is significant the predominance of demonstrative pronouns working as determiners. On the indirect anaphor, we have verified that most of the occurrences do not present a determiner, and for the ones which present it, the majority occurs under the form of definite and indefinite articles. We believe that this work can contribute to the activities which involve questions related to text production and comprehension, since the referentiation processes are intimately related to them

Letramento literário na escola: o poema na aula de língua portuguesa no ensino médio

Esta investigación está incluida en las discusiones sobre las relaciones entre literatura y enseñanza, recortando el lugar de las escritas poéticas en las clases de Lengua Portuguesa en la Enseñanza Media. En términos epistemológicos, nuestra reflexión 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, transformándose en objeto de enseñanza y contenido didáctico. En el ámbito de las prácticas escolarizadas de la lectura literaria en la Enseñanza Media, nuestra reflexión tiene como objeto la didactización del género textual poema. En esa etapa de la enseñanza, el poema como componente curricular aún no está definido. Eso es ocasionado, de modo general, por dos razones: por la naturaleza específica del género y por los procedimientos didácticopedagógicos utilizados cuando se hace la lectura del poema en clase. En relación al modelo consagrado de la enseñanza de literatura en la Enseñanza Media, apoyado en la descripción de la historia de la literatura brasileña a través de esquemas cronológicos de movimientos estético-culturales, pretendemos hacer un desplazamiento en lo que respecta a ese abordaje y situar el letramiento literario a partir de las formas líricas recurrentes en la producción literaria en Brasil, en la perspectiva de la enseñanza de la lengua mediada por el estudio del texto. Para tanto, utilizaremos como aporte teórico las siguientes áreas del conocimiento: la teoría literaria, la lingüística aplicada y la pedagogía de la enseñanza de lengua materna

Percepção e ações educativas em ambientes escolares: enfoques aos documentos legais determinantes em área de proteção ambiental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Mel no asfalto: percepções do neutro nos contos de Caio Fernando Abreu

The work of Caio Fernando Abreu has a very vast and impressive thematic horizon , which is usually the core of the papers on the work of this author . This paper proposes to understand this characteristic of a more intricate point of view : perceive and analyze how the work of the author builds itself thematically , but mainly textually . I n other words , as the text enacts his own writing . From this it is noticeable how the text of Abreu plays with some senses through textual constructions that do not impose directly sense to the reader . Thus, the research sees in the chosen corpus , the collection Os dragões não conhecem o paraíso ( 2014 ), the neutral as proposed by the French essayist Roland Barthes (2003 a ). This neutral is understood by Barthes as a possibility to suspend the paradigms that constitute the sense, what exactly justifies the noticeable game in the work of Abreu . This game , to Roland Barthes , is precisely the literature. If the paradigm involves transforming the language , and all language expressions, in a way to propagate ideologies , the literature does not escape this fate . In order to escape this fate , you must fight the language internally ; we must play wit h the language . The neutral is the possibility of the game. Thus , the study sought neutral in Caio Fernando Abreu short stories , presenting it and analyzing it through " figures" which, for Barthes , is a way of perceiving the neut ral through texts , but not in a prescriptive manner. It was proposed , in the analysis , then understand the " Subjectivities ", the " Default ", the " Body " and " Disease " , for example, as possibilities of the game . Finally , in many Abreu’s work instances , the neutral is achieved by textual operations that are not in themselves neutral , but which achieve a " neutral effect ", which explains the game , the literature, in the texts of Caio Fernando Abreu .