A transversalidade no currículo do ensino fundamental: as quest��es ambientais em foco

This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student

Saberes sobre a literatura: um estudo com professores de 1�� ao 5�� ano do Ensino Fundamental

El estudio investiga los saberes liter��rios del profesores del Ense��o Fundamental de las series iniciales sobre la literatura. Cuando se piensa en la influencia del profesor como aquel que tiene papel decisivo en la ense��anza de la lectura y reconocimiento de la funci��n y formaci��n del mediador profesional, buscamos compreender que conocimiento tiene sobre la literatura. Optamos por los profesores que trabajan en los a��os iniciales del Ense��o Fundamental basadas en el entendimiento de la educaci��n b��sica, es de suma import��ncia en la formaci��n del lector liter��rio. El estudio se caracteriza por ser un enfoque cualitativo. Adoptamos como procedimientos metodol��gicos, la entrevista semiestructurada, elaborada com preguntas abiertas que se centran en eventos de lectura de las practicas em fam��lia, en la escuela, en la educaci��n superiory en el ejercicio de ense��nza grabadas en audio, adem��s de elevar um di��rio de campo. La investigaci��n lleva a cabo en cuatro escuelas de la ciudad de Natal ��� Rn, con dicinueve profesores que trabajan con alumnos de 1�� a 5�� a��o del Ense��anza Fundamental. El corpus de la entrevista constituye el an��lisis de los profesores y es analizado tomando como referencia los princ��pios de an��lisis de contenido, especificado por Laurence Bardin (1997). Se tom�� como referencial sobre la lectura, la literatura y pr��ctica pedag��gica los estudios te��ricos de Amarilha (1991, 1992, 1994, 1997, 2003, 2006, 2007, 2009, 2010, 2013); Cosson (2011); Lajolo (2006); Larrossa (1996, 2003); Morin (2010); Yunes (2003, 2010). Sobre la teor��a literaria, Candido (2002, 2012); Zilberman (1993); Culler (1999). Acerca de la est��tica recepci��n, Eco (1994); Iser (1996); Jauss (2002). Sobre los saberes docentes, N��voa (1992, 1997, 2002); Perrenoud (1999, 2002), Tardif (1991, 2000, 2002, 2005). Sobre los saberes liter��rios, Paulino (2004, 2007), dentre outros. El an��lisis se��ala que los profesores dominan v��rios conocimientos sobre la literatura que son transportados a la formaci��n a trav��s del di��logo con otras lecturas, con otros espacios interactivos, en conviv��ncia con otros lectores. Cabe destacar el saber que la literatura es humanizar el fator, por lo tanto, la necesidad de escolariz�� que a trav��s de las pr��cticas liter��rias que involucran estudiantes, professores y comunidad escola. El studio tambi��n revela que en la escuela recital liter��rio es necesario para la ense��anza de valores, para ense��ar a leer, para inculcar el amor por la lectura. En este contexto, destacamos la importancia de la mediaci��n del profesor como formador de lectores que domina los conocimientos necesarios para satisfacer las necesidades de los estudiantes, desarrollando los letctores conocimientos para fomentar el gusto por el texto liter��rio

Representa����es sociais de forma����o continuada: com a palavra as professoras do ensino fundamental da rede p��blica de Natal RN

Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students

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

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

Teorias impl��citas dsos estudantes de Pedagogia sobre a doc��ncia nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Forma����o e Profissionaliza����o Docente da UFRN) concentra su ��mbito de inter��s en el problema de la formaci��n, de la profesionalizaci��n del pensamiento del profesor, buscando investigar las Teor��as Impl��citas de los estudiantes del Curso de Pedagog��a sobre la docencia en los a��os iniciales de la Ense��anza Fundamental. La emergente necesidad de t��rminos acceso a las Teor��as Impl��citas de estudiantes de Pedagog��a (futuros profesores) sobre la docencia en los a��os iniciales de la Ense��anza Fundamental, a trav��s de un instrumento de pesquisa que posibilite su aplicaci��n en varios contextos formativos para contribuir con su proceso de profesionalizaci��n docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teor��as Impl��citas de los profesores sobre la docencia en los a��os iniciales de la Ense��aza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodol��gicos, seg��n orientaci��n del paradigma sociocultural, tales como: estudios exploratorios, a trav��s de la revisi��n bibliogr��fica de la literatura especializada y t��cnica de trabajo creativo en grupo; t��cnicas normativas y psicom��tricas. A trav��s de los estudios exploratorios identificamos y configuramos tres teor��as profesionales de la docencia en los a��os iniciales de la Ense��anza Fundamental, las cuales presentan una importante relaci��n con el Estado: la docencia como actividad laica, la docencia como actividad t��cnica y la docencia como actividad profesional. Para la configuraci��n de la teor��as, definimos siete subdominios estructurales de la docencia: funci��n docente, concepci��n de aluno, contenidos de ense��anza, gesti��n de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condici��n b��sica para investigar sus Teor��as Impl��citas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensi��n del objeto de estudio est��n presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teor��as configuradas para caracterizar la profesi��n docente en los a��os iniciales de la Ense��anza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teor��as, como actividad laica y como actividad t��cnica, no presente ��ndice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teor��a de la docencia como actividad profesional. Las Teor��as Impl��citas de los estudiantes ense��an que ellos comparten elementos o rasgos de todas las teor��as de la docencia, aunque se revelen m��s predispuestos a la docencia como actividad profesional. El estudio orienta la aplicaci��n del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de ense��anza en cuesti��n, para que averig��emos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validaci��n de nuestro instrumento de pesquisa

Referencia����o an��forica: um estudo de produ����es textuais no ensino fundamental

Esta pesquisa trata da referencia����o ocorrida pelas an��foras diretas e indire-tas em produ����es textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investiga����es, ancoramo-nos na referencia����o e estudos da an��-fora no ��mbito da Ling����stica Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos j�� realizados e envolvidos com a tem��tica, defendemos a no����o de referencia����o como sendo um processo de cons-tru����o de sentidos que se realiza no discurso, isto ��, em atividades interativas entre os sujeitos exigindo, portanto, uma a����o colaborativa entre os interlocutores. Nesse aspecto, a intera����o precisa existir, visto que os referentes de um termo anaf��rico nem sempre se encontram na superf��cie textual; muitas vezes, s��o constru��dos a partir de uma representa����o ou modelo mental dispon��vel na mem��ria discursiva. Nessa perspectiva, procuramos analisar o processo de referencia����o constru��do a partir de an��foras diretas e indiretas identificando as estrat��gias utilizadas em textos produzidos em situa����es de sala de aula. Dizemos que a an��fora direta, de modo geral, �� definida pela rela����o de correferencialidade estabelecida entre o anaf��rico e seu antecedente, enquanto a an��fora indireta �� vista como uma estrat��gia referenci-al de associa����o, sem referente expl��cito, tendo que se esfor��ar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativa����o (referencia����o mental) de elementos novos e n��o de uma reativa����o de referentes j�� conhecidos, o que constitui um processo de referencia����o impl��cita. Para alcan��armos nosso obje-tivo, utilizamos como subs��dio te��rico, o processo de informa����o na mem��ria cogni-tiva, a refer��ncia e estudos da an��fora no ��mbito da Ling����stica Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7�� s��rie (atual 8�� ano), dentre os quais analisamos o processo de referencia����o ocasionado pelas an��foras diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de an��foras estudados, constatamos que houve preponder��ncia no uso das an��foras diretas, destacando-se entre elas a an��fora direta correferencial co-significativa, com maior manifesta����o no uso das retomadas diretas por pronomi-naliza����o

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

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

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

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

Um estudo no contexto da produ����o textual de um 9�� ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise �� identifier, d��crire, analyser et interpr��ter les ��v��nements de l'anaphore pronominale et de la r��p��tition, exposer le montant et le pourcentage d��s phenom��nes respectifs dans Le corpus ��tudi��s, que l accent sur le fonctionnement coh��rente de ces ph��nom��nes dans la construction du texte en termes de continuit�� et de progression th��matique. Nous avons utilis�� des proc��dures ethnographiques pour construire notre corpus d'enqu��te, compos�� essentiellement de textes produits par les ��tudiants de 9 ans d'��cole ��l��mentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a ��t�� men��e �� partir des ��tudes sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des ��tudes sur la r��p��tition pr��sent��s par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont ��galement utilis�� les notions de coh��sion d��finis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constat�� que l'incidence de l'anaphore pronominale et de la r��p��tition a ��t�� importante parce que les ressources ��taient principalement utilis��s par les ��tudiants pour promouvoir l'articulation coh��rente des textes. Constat�� que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression th��matique pr��vu. Sur la r��p��tition, nous avons observ�� que le maintien et la progression th��matiques ont ��t�� conditionn��s �� la connaissance du sujet en discussion. M��me si nous avons constat�� que la r��p��tition excessive de ces ph��nom��nes dans le m��me texte, bien que la relation de promouvoir la coh��sion, peut affecter le degr�� de caractere informatif

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

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

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As pr��ticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA����O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

A geografia no currículo do ensino m��dio e no vestibular da UFRN: 2001-2007

This work examines the results of the selecting process to enter Universidade Federal do Rio Grande do Norte called Vestibular, in 2001, 2003, 2005 and 2007, in relation to the necessary knowledge presented by the candidates in the Geography area. It observes the contents in the discursive exams and its corresponding results discussing them from the official curriculum of the Secondary School, as it is stated in the official documents of Minist��rio da Educa����o(MEC): Par��metros Curriculares Nacionais do Ensino M��dio (PCNEM), Orienta����es Curriculares Nacionais para o Ensino M��dio (OCNEM) e Orienta����es Educacionais Complementares aos Par��metros Curriculares Nacionais (PCN+ do Ensino M��dio). We aim to highlight what are the contents and background of the Geography curriculum according to the orientations of the official curriculum; discuss in what measure these contents are present in the questions and in the correct answers of the candidates as well as reflect upon what possibly is suggested by those results concerning the knowledge presented in the answers. In this investigation process, the history of the teaching in Brazil is taken up together with the statistical data about the Fundamental School and about Higher Education in the last years. Both map the scenario in which this research takes place as well as make knowledgeable some variables such as: cultural, economical, political and social structures. The discussion takes place between the curriculum and the teaching, Geography teaching and Secondary School in Brazil articulating these variables with the question of accessibility to Higher Education through the Vestibular . Despite the limitations of this research in terms of methodology and deepening of analysis, the results led us to important observations which can contribute to the understanding of that the students�� performance in the Geography examination has several outspreads. These must be thought with scientific exactness in order to avoid any rushed and careless explanations leading to conclusions that may have serious consequences for the teaching systems and the students

A leitura e a produ����o textual no ensino fundamental I: uma proposta de como trabalhar com os g��neros 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.

Intercompreens��o de l��nguas rom��nicas: uma proposta para a leitura liter��ria pluril��ngue no ensino fundamental

The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois��s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), S��; De Carlo; Antoine (2011), Alas Martins (2014), Doy�� (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include ���D. Quixote de la mancha��� by Miguel de Cervantes; ���O pequeno pr��ncipe��� by Antoine de Saint-Exup��ry; and ���Pin��quio��� by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.