Discursos sobre os g��neros discursivos: an��lise dos dizeres de sujeitos-professores do Ensino Fundamental I

Buscamos investigar, neste trabalho, quais s��o os discursos sobre os g��neros discursivos que circulam entre sujeitos-professores que atuam nos anos finais (4�� e 5�� anos) do Ensino Fundamental I, em escolas p��blicas municipais. Buscamos compreender tamb��m, a maneira como esses sujeitos (se) significam, em suas rela����es com a língua e a hist��ria. O interesse pela tem��tica investigada se d��, principalmente, porque observamos, ao longo de nossos anos de experi��ncia no magist��rio, que, embora os g��neros discursivos conforme definidos por Bakhtin (1997) sejam considerados pelos Par��metros Curriculares Nacionais e por outros documentos legais que fundamentam a Educa����o B��sica, como um dos principais objetivos do ensino de língua portuguesa, o conceito ainda desperta muitas d��vidas nos docentes. Filiamo-nos �� An��lise de Discurso de matriz francesa, postulada por P��cheux (2009), ��rea do conhecimento basicamente constitu��da na intersec����o entre o materialismo hist��rico, a psican��lise e a lingu��stica, e que considera a língua como lugar de materializa����o do discurso que �� a língua em movimento, em uso pelos sujeitos. Na constru����o de nosso referencial te��rico, mobilizamos, ainda, a teoria bakhtiniana dos g��neros do discurso, e as contribui����es de te��ricos das ci��ncias da educa����o, tais como Pimenta (2012), Tardif (2002), Giroux (1997), Sacrist��n (1998), entre outros. O corpus da pesquisa �� representado por seis entrevistas semiestruturadas, realizadas com sujeitos-professores que atuam em classes de 4�� e 5�� ano do ensino fundamental, em escolas de rede p��blica municipal. A partir da transcri����o das entrevistas, foram realizados recortes que constitu��ram o material analisado neste estudo. As an��lises realizadas aqui indiciam que os sujeitos-professores entrevistados circulam por forma����es discursivas e ideol��gicas cristalizadas, no que diz respeito �� rela����o dos estudantes com a língua. Tais docentes buscam desenvolver um trabalho pedag��gico mediado pelos crit��rios de suposta familiaridade, utilidade ou praticidade em rela����o aos usos sociais que os g��neros discursivos poderiam ter para os estudantes. Al��m disso, as an��lises discursivas de alguns recortes apontam para um equ��voco na compreens��o do conceito bakhtiniano de g��neros discursivos, compreendidos, no cotidiano escolar, como uma classifica����o tipol��gica e estanque, excluindo a dinamicidade e a plasticidade que envolvem o conceito, conforme proposto por Bakhtin (1997). A cristaliza����o da defini����o do conceito de g��neros discursivos, na dimens��o tipol��gica, favorece o cerceamento da pr��tica pedag��gica, colaborando para a difus��o de pr��ticas que visam o esgotamento dos g��neros discursivos, buscando apresentar o maior n��mero poss��vel de g��neros aos estudantes, sob a forma de modelos que dever��o ser seguidos em suas produ����es textuais futuras, e que lhes ser��o cobrados em avalia����es internas e externas.

A express��o e educa����o dram��tica : uma ��rea transversal no pr��-escolar e no 1�� ciclo do ensino b��sico

Relat��rio final apresentado para a obten����o do grau de mestre em Educa����o pr��-escolar e 1�� ciclo do ensino b��sico.

Pr��tica de ensino aprendizagem no dom��nio da leitura e da escrita no primeiro ciclo do ensino b��sico

Este trabalho pretende descrever e interpretar a Pr��tica de Ensino Supervisionada no ��mbito das pr��ticas de Ensino Aprendizagem no dom��nio da Express��o e Comunica����o no Primeiro Ciclo do Ensino B��sico. O objetivo principal deste estudo, �� verificar algumas caracter��sticas do m��todo observado e implementado ao longo Pr��tica de Ensino Supervisionada na aprendizagem da leitura e da escrita. Como tal, o trabalho apresenta e discute as pr��ticas que, na PES, tiveram o objetivo de desenvolver as capacidades cognitivas e intelectuais dos alunos neste campo. O presente trabalho �� considerado um estudo qualitativo, na ��rea da aprendizagem da Língua Portuguesa onde o grupo de alunos estudado, tinha como base a Cartilha Maternal Jo��o de Deus de forma adaptada. Nesta perspetiva, dinamizaram-se atividades cujo objetivo incidia na aprendizagem da leitura e escrita. Algumas das dificuldades, que se manifestam nas escolas, poderiam ser ultrapassadas se as metodologias abrangessem os princ��pios b��sicos que orientam a linguagem oral. A compreens��o do impacto, que os diferentes m��todos de leitura e escrita provocam, colocam a quem aprende, algumas quest��es relevantes relativamente �� forma como se ensina e na rela����o com a capacidade de aprender a ler e escrever. A compet��ncia para ler e escrever n��o �� considerada uma aprendizagem inata, por necessitar de um ensino sistematizado e consistente para que esta compet��ncia seja alcan��ada. Durante o per��odo de inicia����o da aprendizagem da leitura e escrita os alunos utilizam estrat��gias de substitui����o, isto ��, substituem uma palavra que lhes seja desconhecida por uma que se adapte ao contexto. Sendo que, no fim do primeiro ano de escolaridade, muitos alunos j�� deixaram de utilizar as ditas estrat��gias de substitui����o, passando a dominar as estrat��gias que envolvem o uso de rela����es entre ortografia e o sistema fon��tico.

Matem��tica para o ensino médio: volume I

Editado em parceria com a Funda����o Getulio Vargas

Matem��tica para o ensino médio: volume II

Editado em parceria com a Funda����o Getulio Vargas

Matem��tica para o ensino médio: volume III

Editado em parceria com a Funda����o Getulio Vargas

For the win (FTW)! Contribui����es de um serious game para o ensino-aprendizagem de argumenta����o

This is a qualitative and reflexive research with focus on digital literacy. Among the digital media that could support the teaching of argumentation in the Science & Technology and Information Technology undergraduate courses of the Federal University of Rio Grande do Norte, we chose a serious game as object of research. Given the object of study in the discipline of reading and writing II ��� argumentation and genre from the order of argumentative writing -, common to the undergraduate courses mentioned, we invest on the development of a serious game, named ArgumentACTION, because we believe that it may, in fact, become a promising didactic instrument. Therefore we intend to understand whether and how this game can help students develop their reading and writing skills more independently, specifically towards an argumentative order genre: the opinion piece. With this research, we intend to contribute to the teaching of the Portuguese language on three bases: extending theoretical scope, in order to generate greater intelligibility on the teaching-learning process of argumenting; proposing a new methodological possibility, with the incorporation of a serious games to teaching; perfecting the game with which we are working, in order to build ��� and make available ��� a more refined digital tool to subsidize the teaching and learning of reading and writing of opinion pieces. To do so, we use the following as theoretical-methodological: Studies of Literacy (KLEIMAN, 2012b; TINOCO, 2008; OLIVEIRA, 2010; GEE, 2009; 2010; ROJO, 2012), The Applied Linguistics (KLEIMAN, 1998; BUSH-LEE, 2009), The Philosophy of Language (BAKHTIN, VOLOSHINOV, 2012) and Critical Pedagogy (DEWEY, 2010). A group of students from the upper mentioned undergraduate courses collaborated with this research by playing and analyzing the game. They were also interviewed about their experience in this matter. From the data generated, we established the categories of analysis: decollection, interest, multimodality/multisemiosis and interactivity, agent of literacy, learning principles. The conclusions we obtained show that the investment in applications, especially games, can bring real benefits to the teaching/learning of the Portuguese language; moreover they reveal that the work on argumenting has much to gain with the incorporation of serious games; however the possible advantages depend on a focused teaching practice and constant improvements and updates of this type of interactive tool, as well as the pedagogical practice from those who use and develop the games.

A compet��ncia leitora de alunos do ensino fundamental: uma proposta de interven����o

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

Opera����es lingu��stico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GR��SILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Gr��sillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as ���concluded���, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.

A produ����o textual no ensino fundamental: processo de retextualiza����o com o g��nero mem��rias

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

O ensino das ci��ncias e a promo����o de capacidades de pensamento cr��tico em alunos do 2.�� ciclo do ensino b��sico

Relat��rio de est��gio apresentado para a obten����o do grau de mestre em Ensino do 1�� e do 2�� ciclos do ensino b��sico

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da Língua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

O ensino de qu��mica na educa����o de jovens e adultos do ensino médio no munic��pio de Itumbiara-GO

For this study, a research was conducted in order to answer the question "What chemistry teaching has been developed in the Youth and Adult Education (EJA) ?". The research provides an overview of the object to the proposed changes, leading students to live with different realities and investigating the issue of contextualization based on the daily lives of these students related to the subject of chemistry. The methodology focuses ethnographic research of the case study, in which a case is studied in depth using the participant observation. In the survey data a mixed qualitative and quantitative approach was used. The work involved 6 schools that offer adult education high school; 6 directors of these schools; 6 coordinators who work in adult education; 6 Chemistry teachers and 123 students of the EJA, level high school, enrolled in the 1st, 2nd, 3rd and 4th periods. The first stage of the research consisted of questionnaires in schools where everyone involved responded closed and open questions applied to each specific group. In the second stage two schools were selected in order to conduct a deeper knowledge of adult education through practical activities of Chemistry and subsequent interview conducted in groups with students. Three teachers were also interviewed to enable a deepening of issues relating to EJA and Chemistry Teaching. The interviews were analyzed by the technique of Discursive Textual Analysis (ATD). The main issues addressed in the questionnaires and interviews were on the school structure, reasons that lead students to drop out or remained in adult education and those who make the stay, the view of those involved of the importance of chemistry discipline for students of EJA and how this should be offered. It is necessary that we need to promote changes in the chemistry class and its activities, respecting the experiences and experience already gained by the student during his life story. Another factor to be highlighted is the need for ongoing training of teachers working in adult education. Note that your continued education is given more by the experience and the ways in which they try to overcome adverse situations. The Chemistry subject taught is not agree with the principles of EJA and practiced curriculum is just an adaptation or content reduction from the regular curriculum. The improvement in chemistry teaching of EJA will take place through a dialogue between those involved in the process, clearer educational policies and willingness to implement change. Thus the teaching of chemistry contribute to the students of the EJA are actually scientifically literate and integrated into society.

Refletindo sobre a Pr��tica Pedag��gica em Educa����o Pr��-Escolar e 1.�� Ciclo do Ensino B��sico: a integra����o pedag��gica da M��sica no processo de ensino e aprendizagem do Portugu��s

O presente relat��rio refere-se ao Mestrado em Educa����o Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico e apresenta-se dividido em duas partes. A parte I corresponde �� dimens��o reflexiva na qual se apresenta uma reflex��o acerca do percurso desenvolvido ao longo das Pr��ticas Pedag��gicas nos v��rios contextos: Creche, Jardim-de-Inf��ncia e 1.�� Ciclo do Ensino B��sico. Esta parte encontra-se estruturada de acordo com um conjunto de referentes: observa����o, planifica����o e interven����o, dificuldades e, por ��ltimo, aprendizagens. Al��m disso, inclui-se o papel reflexivo e investigativo do educador e professor. A parte II apresenta a dimens��o investigativa referente a um estudo realizado numa turma de 3.�� ano de escolaridade, que incidiu na tem��tica da integra����o pedag��gica da M��sica no processo de ensino e aprendizagem da ��rea curricular de Portugu��s. Esta investiga����o disp��e de um car��ter qualitativo, uma vez que se pretendeu compreender as potencialidades da integra����o pedag��gica da M��sica no processo de ensino e aprendizagem do Portugu��s. Ap��s a organiza����o e an��lise dos dados recolhidos pode sugerir-se que a utiliza����o da can����o, enquanto instrumento de integra����o, proporcionou aos alunos diversas aprendizagens no dom��nio da M��sica e na ��rea de Portugu��s.

A lectoescrita em alunos surdos a frequentar o ensino bilingue: avalia����o da efic��cia de um programa de treino

As crian��as surdas, integradas num contexto educativo bilingue, aprendem a ler e a escrever numa língua oral-auditiva, língua com carater��sticas diferentes da língua que adquirem naturalmente que �� visuo-espacial. A Língua Gestual Portuguesa �� a língua materna dos surdos, constituindo-se a Língua Portuguesa, no modo oral e escrito, como a sua segunda língua. Face �� escassez de instrumentos facilitadores do desenvolvimento das compet��ncias de leitura e escrita em crian��as surdas, esta investiga����o visa avaliar a efic��cia do programa de treino da compet��ncia lectoescrita para alunos surdos a frequentar o ensino bilingue ��� Programa PODER. O programa de interven����o concebido desenvolveu-se num processo de investiga����o-a����o e foi aplicado a seis alunos surdos, a frequentar o 2.�� ano de escolaridade do ensino b��sico, numa Escola de Refer��ncia para a Educa����o Bilingue de Alunos Surdos. As respostas obtidas, atrav��s de question��rios aos alunos surdos (6), foram analisadas qualitativamente. Para medir o ��ndice de legibilidade do texto e a facilidade de leitura, no Pr��-teste e no P��s-teste de lectoescrita aplicado aos alunos surdos, utilizou-se o �����ndice de Legibilidade de FleschKincaid Grade Level��� e o �����ndice de Facilidade de Leitura de Flesch��� (ambos baseados no comprimento das palavras e das frases). Os resultados obtidos indicam que o ��ndice de Legibilidade fica situado entre 7,0 e 10,0, o recomend��vel e o ��ndice de Facilidade de Leitura enquadra-se no N��vel A1 ��� Utilizador B��sico. Os dados afiguram-se expressivos para a valida����o do programa de treino e prova da sua efic��cia, no desenvolvimento da compet��ncia lectoescrita de alunos surdos integrados no ensino bilingue. Deste estudo, retiram-se implica����es para a interven����o psicoeducacional da lectoescrita junto de alunos surdos que frequentam o ensino bilingue.