A função mediadora do planejamento na aula de leitura de textos literários

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

A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil

This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment

Efeitos de um programa de intervenção precoce baseado no modelo mais que palavras - HANEN, para crianças menores de três anos com risco de autismo

In the last decades, studies on early intervention involving children with autism have suggested that there is no single intervention model capable of addressing the needs of all individuals in the spectrum. The role of parents as active intervention agents is, however, highly recommended. The More Than Words-HANEN Program has been specifically created for parents of children, under five years of age, who are in the autism spectrum. This intervention aims at improving the social competence and language comprehension of the child, as well as their parents empowerment. Until now only three studies have been performed in order to evaluate the effectiveness of the HMTW program. The purpose of this investigation is to evaluate the effects of an early intervention program inspired on HMTW model on the level of caregiver responsiveness and child communication skills. The present study adds to the existing research literature on family-centered early intervention that uses a developmental paradigm. A two year boy in risk for autism, his mother and nanny took part in this investigation, which was carried out in the child´s home in Mossoró, Rio Grande do Norte. The caretakers were given one fifty-two hours of training, divided into thirteen weekly meetings. A quasi-experimental A-B-C design (baselineintervention- follow-up) showed improvement in the caretakers level of responsiveness and meaningful social-communicative gains in the child´s response

Já li muita coisa, então, eu posso inventar mais! A leitura literária e o desenvolvimento do pensamento criativo na infância

This study investigates the contributions of reading literature for the development of creative thinking in childhood. Its relevance consists in exploring practices that contemplate the creative thinking development in apprentices at school space and understanding the literature like a significant way to promote the creative thinking. The study is connected to the qualitaty strand. The exploratory observation and the intervention were adopted as research techniques. The field diary and the audio and video recording of the reading sections were adopted as methodological instruments. The research was conducted in the application s college from the Federal University of Rio Grande do Norte, in a 1th grade class, with 18 students between 6 and 7 years old. During the intervention, 8 readind class happened, with varied strategies and literary genres. The reading sessions were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of speaks episodes, whose encoding semantics allowed the grouping into two central categories: divergent thinking and coauthoring of literary reader. It was taken as a theoretical framework the studies of Amarilha (2011; 2006; 2001; 1991; 1993; 1994), Alencar (2001), Coelho (2000; 1997), Culler (1999), De Masi (2005), Gallo (2000), Guilford (1977), Iser (1996), Jouve (2002), Kneller (1978), Martínez (1997), Smith (2003), Stierle (1979), Vigotski (2009; 1998), Wechsler; Nakano (2003; 2002). The analysis points to the formation of creative individuals in the classroom, through the reading of literature. Reposition the literary education front of the new social demands. Resizes the function of school in children s development, considering the children s skill in exploring, testing hypotheses and making use of their creative thinking, in climate of freedom mental. It signals, in this way, the teacher like a mediator, promoting a favorable to the development of creative thinking environment, a stimulating atmosphere, which enhances the expression of creative thinking in community

Ações de detecção precoce do câncer de mama realizadas por profissionais da estratégia saúde da família

This study is an exploratory descriptive study with a quantitative approach. The objective was to identify the actions for the early detection of breast cancer conducted by the health professionals of the Family Health Strategy in the Trairi region of the State of Rio Grande do Norte, Brazil. The research was conducted in nine municipalities of the region. Data were collected by means of a questionnaire with 52 Family Health Strategy professionals, 30 nurses and 22 physicians, that work in the region. Analysis was conducted using descriptive statistics. The results were organized and discussed in three areas: Knowledge about the early detection of breast cancer; Actions for early detection detection of breast cancer, and Difficulties experienced in the screening actions for breast cancer. The results indicate that these professionals (100%) have knowledge of the signs and symptoms of breast cancer and that the majority (96,2%) conduct screening actions in accordance with the recommendations of the Ministry of Health. However, a considerable number (55,8%) of these professionals encounters difficulties while conducting the screening procedures in his work setting. The difficulties varied from those of a personal nature to those of access to the procedure, such as the unavailability of sufficient quotas of screening exams. We conclude that the majority of health professionals execute the screening actions for breast cancer in their work settings according to the recommendations of the Ministry of Health, even though they encounter difficulties in the conclusion of the mammography and ultrasound exams, essential procedures in the early detection of breast cancer. We understand that these professionals demonstrate knowledge of secondary prevention even though they do not execute all the actions necessary for early detection primarily because they are impeded by the blockage of access to exam quotas. We conclude that, in spite of the difficulties experienced, the procedures for the early detection of breast cancer are being executed by the majority of the Family Health Strategy professionals in the Trairí region, specifically the clinical examination of the breast, orientation of breast self examination, requests for mammography and ultra sound examinations. Measures are needed that can mediate the difficulties, that will permit the realization of secondary prevention procedures with the population at risk in the region. We suggest training and actualization courses on the complete screening process that includes a wide discussion of the new legislation that provides the mammography exam for women over 40 years. We believe that the acquisition of such a work perspective for the early detection of breast cancer, along with knowledge of health vigilance and of breast cancer, will enhance integral health care of women that constitutes an aim of the nurse and the family health team

Viabilidade de aplicação da seleção precoce em testes clonais de Eucalyptus spp

Com o objetivo de avaliar a eficiência da seleção precoce em Eucalyptus spp. foram usados dados de dois testes clonais avaliados quanto ao crescimento em altura (ALT), diâmetro à altura do peito (DAP) e volume individual de madeira (VOL) aos 25, 50 e 72 meses de idade. O delineamento experimental nos dois testes clonais foi o de blocos casualizados, com trinta tratamentos (clones), seis repetições, sendo um deles com seis e o outro com dez plantas em linha por parcela, no espaçamento de 3,0 m x 3,0 m. Foi feita a análise de variância para cada caracter e idade. Foram obtidas as estimativas de coeficiente de determinação genotípico e de correlações genotípicas entre os caracteres nas idades juvenis e na idade de rotação. Para verificar a viabilidade da aplicação da seleção precoce, foi simulada a seleção de 30% dos clones nas idades juvenis e na idade de rotação para cada um dos caracteres e idades avaliadas, obtendo-se as estimativas de ganhos genéticos com a seleção direta e indireta. Houve diferenças significativas entre os clones avaliados nos dois experimentos para todos os caracteres e idades. Com base nos resultados obtidos, é possível efetuar a seleção precoce aos 2 anos de idade sobre o caracter DAP em testes clonais de eucalipto.

Efeito da restrição alimentar qualitativa precoce sobre o desempenho, as características do trato gastrintestinal e a carcaça de frangos de corte

O objetivo deste trabalho foi avaliar os efeitos da restrição alimentar qualitativa precoce sobre o desempenho, as características do trato gastrintestinal e a carcaça de frangos de corte. Um total de 975 pintos de corte de um dia da linhagem Ross, 15 parcelas com 30 machos cada e 15 parcelas com 35 fêmeas, foi distribuído em delineamento experimental inteiramente casualizado, em esquema fatorial 5 x 2 (forma de restrição x sexo), com três repetições por tratamento. As formas de restrição estudadas foram: 1 - testemunha, sem diluição; 2 -diluição com 15% de calcário; 3 - diluição com 30% de calcário; 4 - diluição com 15% de casca de arroz; e 5 - diluição com 30% de casca de arroz. Os frangos foram alimentados ad libitum com ração padrão, no período de 1 a 7 dias e de 15 a 45 dias de idade. A restrição alimentar por diluição das rações, conforme cada tratamento, foi aplicada do 8º ao 14º dia de idade. Para o período de restrição alimentar, foram formuladas rações com níveis normais de minerais e vitaminas, reduzindo-se os outros nutrientes, conforme a diluição. Os frangos submetidos à restrição alimentar qualitativa precoce, pela diluição com 15% de calcário e, 15 ou 30% de casca de arroz, apresentaram ganho compensatório, com bom desempenho final. Entretanto, a restrição com 30% de calcário foi muito severa, prejudicando o desempenho. Houve alteração nas características do trato gastrintestinal com a restrição alimentar, porém houve recuperação até o momento do abate. Os frangos submetidos à restrição alimentar qualitativa precoce apresentaram menor deposição de gordura e maior deposição de proteína na carcaça em comparação ao controle.

Edulcorante na água de consumo e efeitos sobre o desempenho e o desenvolvimento da mucosa intestinal de leitões submetidos ao desmame precoce segregado

Um experimento foi realizado com o objetivo de verificar os efeitos da indução do consumo de água com edulcorante, na fase de berçário (10 aos 30 dias de idade), sobre o desempenho de 270 leitões (machos e fêmeas) submetidos ao desmame precoce segregado e os efeitos residuais nas fases de pré-creche (30 aos 45 dias) e de creche (45 aos 62 dias de idade). Três tratamentos com dois sexos e três repetições (fatorial 3 x 2) foram utilizados dos 10 aos 30 dias de idade dos leitões, sendo: T1- água sem edulcorante, T2 - água com edulcorante e T3 - água com e sem edulcorante oferecidos simultaneamente em bebedouros distintos. Foram avaliados o ganho diário de peso, o consumo diário de ração e a conversão alimentar. O consumo diário de água somente foi medido na fase de berçário. A incidência de diarréia foi observada até o 10º dia após o desmame. Aos 22 dias de idade, seis leitões por tratamento foram sacrificados para avaliação da altura das vilosidades e profundidade das criptas da mucosa do duodeno e jejuno. Não foram observadas diferenças para as variáveis estudadas, exceto para o ganho diário de peso e consumo diário de ração nas fases compreendidas entre 30 e 45 dias e 45 e 62 dias e para o ganho diário de peso entre 10 e 62 dias, a favor das fêmeas. O uso de edulcorante na água não influenciou o consumo de água, o desempenho dos leitões e a qualidade da mucosa intestinal.

Fósforo na produtividade e qualidade de sementes de feijão Carioca Precoce cultivado no período das águas

Common bean is an important crop in Brazilian agriculture and phosphorus (P) deficiency is one of the most yield limiting factors for this crop, thus plant P-deficiency can hamper the seed physiological quality. The objective of this study was to evaluate the productivity and quality of common bean seeds cv. Carioca Precoce cultivated during the rainy season in response to phosphate fertilizer. Six levels of P (0; 30; 60; 90; 120 and 150 kg of P2O5 had), with five replications, were applied in the groove of sowing as triple superphosphate. The seeds yield, at the experimental plot, was determined by the dry weight. Seed quality was evaluated through the following determinations: 100-seed mass, seed moisture content, germination, first counting, moisture content after accelerated aging, germination after accelerated aging, electrical conductivity, seedling emergence in the field and seedlings dry weight. The productivity of beans seeds 'Carioca Precoce' cultivated during the rainy season increased linearly as related to phosphorus rates. The 100-seed mass and the physiological quality of seeds have not changed by increasing of P levels.

A leitura como instrumento facilitador da compreensão matemática

This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading from different text types, in order to enhance the understanding of mathematical concepts by students in the 6th grade of elementary school. The teaching of mathematics, strengthened by a reading practice that fosters a greater understanding of science, because it would contribute to the expansion of vocabulary, acquire a higher level of reasoning, interpretation and understanding, providing opportunities thus a greater contextualization of the student, making out the role of mere spectator to the builder of mathematical knowledge. As a methodological course comply with the following steps: selecting a field of intervention school, the class-subject (6 years of elementary school) and teacher-collaborator. Then there was a diagnostic activity involving the content of geometry - geometric solids, flat regions and contours - with the class chosen, and it was found, in addition to the unknown geometry, a great difficulty to contextualize it. From the analysis of the answers given by students, was drawn up and applied three interventional activities developed from various text (legends, poems, articles, artwork) for the purpose of leading the student to realize, through reading these texts, the discussions generated from these questions and activities proposed by the present mathematics in context, thus getting a better understanding and interaction with this discipline as hostility by most students. It was found from the intervention, the student had a greater ability to understand concepts, internalize information and use of geometry is more consistent and conscientious, and above all, learning math more enjoyable

Obras complementares: um elo entre a leitura e os conteúdos matemáticos

The Federal Government through its Plans and Programs invests in various policies intended to achieve the main goal of the millennium, provide basic education for all. Among them, we highlight in this paper The National Textbook Program, with emphasis on Complementary Works. These works are presented through different genres, such as poems, poetry, short stories, parables, novels, literature, educational materials etc.. providing a range of possible teaching work. However, little is known about the levels of education of teachers as intended. Based on the discussions and studies in this direction, sparked concerns us in the process of teaching and learning in math classes. This made us pay attention to a possibility of study where reading could be included in this process. In this sense, the present study aims at investigating the potential of conceptual and didactic use of Complementary Works on developing the skills of reading and writing mathematics of the first three years of elementary school, and from there, propose a courseware with guidelines for use of these works by teachers of 1st to 3rd year of elementary school. For this, we outline the issues of reading and understanding of mathematical interests as those of our study. In this sense, the proposal was built from the bibliographic works that address the contributions of reading for learning mathematical content, like Machado (2001), Nacarato (2009); Dantas (2011), Smole and Diniz ( 2001). As a result, we created the Guidance for the use of Complementary Works for Teachers to Teach Mathematics with a view to support the practice of teachers and future teachers who teach mathematics. Supported the use of Complementary Works, especially those distributed in public schools by the National Textbook - PNLD and have mathematical content, this guide is intended to present some of the possible use of this feature in math classes. (Education Observatory - Capes / INEP. Ed. 038-2010. TELL Research Group - UFRN - PPGED / PPGEL / PPGECNM - PROPESQ)

A leitura de fontes antigas como possibilidade didatica: um exemplo a partir do Almagesto de Ptolomeu

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Da poesia ao poema: uma leitura do poema-Processo

Caractérisation du "Poema-Processo" au long de sa trajectoire entre les années 1967 et 1972, au regard d´une lecture visant son insertion dans le mouvement d´avant-guarde de la deuxième moitié du XX° siècle, au Brésil. On vérifie la façon dont le mouvement du "Poema-Processo" s´est formé, comme dédoublement de l´art concret, ainsi comme ses adéquations à la conjoncture de son apparition au Brésil, s´établissant une comparaison entre la pratique du poème et les propositions des manifestes lancés. L´analyse des poèmes sélectionnés démontre leur co-relation avec les travaux visuels initiés par les avant-guardes historiques, ainsi comme les réponses de la pratique poétique à la théorie developpée par les principaux représentants, Wlademir Dias-Pinto, Álvaro de Sá et Moacy Cirne. La production poétique et culturelle de Moacy Cirne est abordée en observant sa pratique sur trois points fondamentaux: la production poétique, la critique littéraire donnant de l´emphase à la culture locale et au texte du "Poema-Processo", et la recherche du language des bandes dessinées.

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.

Propaganda e discurso ideológico: um estudo dos slogans das campanhas de incentivo à leitura

Considérant que le Brésil est un pays considéré comme «non- lecteurs», nous avons essayé de trouver des solutions pour inverser cette situation d'exclusion sociale à travers des campagnes et des projets. Le slogan était le moyen de la propagande a proposé à cet effet. En étant un peu éclairante, il a été considéré qu'ils étaient peut-être inséré dans un contexte idéologique, en passant, qui faisait alors partie de l'objet d'études en question et, en conséquence, l'objectif était d'étudier comment, dans niveau discursif, les relations sociales de l'idéologie et du pouvoir dans ces dessins slogans verbaux et des campagnes publicitaires pour encourager la lecture. Nous avons utilisé comme instrument de collecte de données en 2007 slogans projets (sept) et l'intensification des campagnes de publicité dans les années 1995 à 2006, peu après la création de la descendance en 1992, où son fonctionnement a été analysé et discours idéologique, en cherchant à identifier les états effets de sens proposé. Nous avons utilisé pour soutenir la perspective de recherche d'analyse du discours de l'école française, affiliée à Pêcheux. Afin de sens les effets sens des tests a été fait une semi-ouverte aux enseignants qui traitent directement avec l'enseignement de la lecture de l'Institut de l'Enseignement Supérieur du Président-Kennedy, situé à Natal / RN. On été appliqués 100 questionnaires, parmi lesquels 60 d‟entre eux utilisés pour l‟analyse. La recherche a démontré par l'analyse, que la façon d'encourager les gens à lire se déplace à travers le modèle principal de la compréhension de la lecture à laquelle les slogans ont été utilisés, en les intégrant dans un discours dominant, qui ne contribue pas de manière significative à l'augmentation le nombre de lecteurs dans le pays. Grâce à l'analyse des slogans et la réception des sujets de recherche, nous nous rendons compte de la diversité et l'idéologie sont présents en elles, révélant tout le temps, la compréhension de la lecture comme une surface pratique, ne mettre en lumière certaines de ses fonctions Importantes au sein d‟um contexte éducatif plus large