A produção textual escrita de alunos de 8. série do ensino fundamental

Pós-graduação em Educação - IBRC

Leitura, leituras de leitores e leituraleitores: texto e espaço narrativa

Pós-graduação em Educação - IBRC

Romance e experimentação com a linguagem em Boquitas pintadas, de Manuel Puig, e Onde andará Dulce Veiga?, de Caio Fernando de Abreu

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O significado do trabalho com o texto dissertativo-argumentativo escrito em sala de aula

Pós-graduação em Educação - FFC

Coals

I decided to write an honors thesis to exercise and develop my abilities as a writer. I explored a number of different characters, narrative styles, and tones in order to discover my strengths and push my comfort level and boundaries. I attempted to place myself in the minds of a wide range of characters, and to expose intimate aspects of their thoughts and personalities to my readers.

Chords

CHORDS is a collection of diverse lyric and narrative poems. The book is primarily composed of free verse in the colloquial tradition of James Wright. CHORDS employs the Romantic device of a strong narrative "I," and utilizes four thematic sections, each named after a specific musical chord, which correspond to four periods in the narrator's life. Section one, "Suspended," follows the young narrator through a tumultuous childhood, underscored by family loss and the disruption of a move from Miami to rural Kentucky; section two, "Diminished," details his adolescence and young adulthood, a period of rebellion and confusion; section three, "Augmented," finds the adult narrator contemplating several life-changing events-marriage, the break-up of his rock and roll band, and the dedication of his life to Christ; finally, in "Resolved," the narrator comes to accept the complexities of his life, and to build, from its dissonant notes, a final chord of resolution.

Washashores

Washashores was a comic novel exploring the secrets and relationships in a fictional Massachusetts seaside town. Rose Waters, who'd come to Nauset after a failed relationship, encountered two women with a tangled and duplicitous history, and a young autistic savant the women had helped to raise. The boy's uncle, Simon Beadle, once the town drunk, had run away from his past for seventeen years until an event occurred which initiated his journey home. Rose and Simon's paths converged, bringing about complications both whimsical and serious, with events reaching a crisis at the town's Tri-centennial celebration. Here, all that had been hidden was revealed through Rose and Simon's collaborative efforts, and the truth led to reconciliation and the promise of romance. Chapters alternated Rose and Simon's points of view, which permitted the reader to follow their misunderstandings and misreadings of the town and each other.

The Essay as Art Form

Beginning with Montaigne’s essayistic dictum Que sais je? — ‘What do I know?’ — this PhD thesis examines the literary history, formal qualities, and theoretical underpinnings of the personal essay to both investigate and to practice its relevance as an approach to writing about art. The thesis proposes the essay as intrinsically linked to research, critical writing, and art making; it is a literary method that embodies the real experience of attempting to answer a question. The essay is a processual and reflexive mode of enquiry: a form that conveys not just the essayist’s thought, but the sense and texture of its movement as it attempts to understand its object. It is often invoked, across disciplines, in reference to the possibility of a more liberal sense of creative practice — one that conceptually and stylistically privileges collage, fragmentation, hybridity, chance, open-endedness, and the meander. Within this question of the essay as form, the thesis contains two distinct and parallel strands of analysis — subject matter and essay writing as research. At the core of the study lie two close-readings: Ana Mendieta’s Labyrinth of Venus (1982) and Le Couvent de la Tourette (1959) by Le Corbusier and Iannis Xenakis. In each case, the writing draws, in its tone and texture, on a range of literary influences, weaving together different voices, discussions, and approaches to enquiry. The practice of essay writing is presented alongside, part and party to, research: a method of interrogation that embraces risk and uncertainty, and simultaneously enacts its own findings as a critical-creative mode of study-via-form, and form-via-study. The thesis is presented as a book-length essay, in which the art in question is equal and intimately connected to the writing used to address it. Method and form are designed to respond to the oft-cited challenge of the essay as fundamentally unmethodical, ranging, and diverse. Research, critical study, writerly description, and storytelling are combined to elucidate and expose each other based not on surface continuity, but on a deep interconnection among ideas that, through language, cohere and become related — imbued with an affinity for one another. The consummate product is the argument, as it works across genres, disciplines, descriptive and critical models, to challenge the narrative structure and language used within contemporary writing about art.

Repórteres da escrita criativa: uma abordagem intercultural da escrita criativa enquanto promotora da leitura e da construção identitária

Trabalho de projeto apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Ciências da Educação Especialização em Animação da Leitura

Implicaciones de la edad y el país de pertenencia en la relación entre apoyo emocional percibido y depresión: un estudio transcultural

En el presente trabajo nos proponemos profundizar en el estudio de las implicaciones que la edad y los factores de tipo cultural asociados a la nacionalidad, puedan presentar respecto a la relación entre apoyo social y depresión. Con este objetivo, se ha entrevistado a una muestra total de 1503 personas de edad adulta (jóvenes, adultos y personas de edad avanzada) pertenecientes a España, Cuba y México. Para la evaluación de la depresión, se ha empleado el cuestionario CES-D, mientras que para la evaluación del apoyo emocional percibido y la satisfacción con el mismo, se aplicó un modelo estructurado de autoinforme elaborado por nosotros en el que se recoge la percepción de disponibilidad de apoyo emocional en diferentes fuentes (pareja, familiares, amigos, compañeros, vecinos) y la satisfacción con el mismo. Los resultados obtenidos indican que la relación obtenida entre apoyo emocional percibido según distintas fuentes y los valores en sintomatología depresiva está sujeta a variaciones en función de las influencias culturales asociadas al país de pertenencia de los sujetos entrevistados, y a su edad, así como a la interacción entre ambas variables.

A grammar of the English language in a series of letters : intended for the use of schools and of young persons in general; but more especially for the use of soldiers, sailors, apprentices, and plough-boys. To which are added six lessons, intended to prevent statesmen from using false grammar and from writing in an awkward manner.

Mode of access: Internet.

An essay intended to establish a standard for an universal system of stenography, or Short-hand writing.

Mode of access: Internet.

A grammar of the English language in a series of letters. Intended for the use of schools and of young persons in general ; but more especially for the use of soldiers, sailors, apprentices, and plough-boys. To which are added six lessons intended to prevent statesmen from using false grammar and from writing in an awkward manner.

Title on spine: Cobbett's grammar.

Word learning and text organisation: an intervention case

In the present study we focus on the interaction between the acquisition of new words and text organisation. In the acquisition of new words we emphasise the acquisition of paradigmatic relations such as hyponymy, meronymy and semantic sets. We work with a group of girls attending a private school for adolescents in serious difficulties. The subjects are from disadvantaged families. Their writing skills were very poor. When asked to describe a garden, they write a short text of a single paragraph, the lexical items were generic, there were no adjectives, and all of them use mainly existential verbs. The intervention plan assumed that subjects must to be exposed to new words, working out its meaning. In presence of referents subjects were taught new words making explicit the intended relation of the new term to a term already known. In the classroom subjects were asked to write all the words they knew drawing the relationships among them. They talk about the words specifying the relation making explicit pragmatic directions like is a kind of, is a part of or are all x. After that subjects were exposed to the task of choosing perspective. The work presented in this paper accounts for significant differences in the text of the subjects before and after the intervention. While working new words subjects were organising their lexicon and learning to present a whole entity in perspective.

Problemáticas de la interacción discursiva en la enseñanza y el aprendizaje de las Ciencias Naturales. Aportes didácticos. Interaction discoursive issues in teaching and learning Natural Sciences. Didactic contributions

Las didácticas específicas de las ciencias naturales revelan diferentes problemáticas en su enseñanza y aprendizaje en los diferentes niveles del sistema educativo. En particular, en las clases de ciencias la interacción discursiva docente alumnos adquiere relevancia, ya que el proceso de comunicación del conocimiento es uno de los pilares didácticos, junto a la trasposición del mismo. Especificamente, en este proyecto nos abocamos a aquellas intervenciones de docentes y alumnos que se relacionan con la construcción del conocimiento biológico y químico. El proyecto se enmarca en una actual linea de trabajo que indaga sobre las dificultades en los abordajes del conocimiento científico en las aulas, las características del discurso entre docentes y alumnos, las habilidades y dificultades en la comprensión de los enunciados de problemas y las características de los textos que se utilizan en las clases. Se focaliza este estudio en casos que intentan dar respuesta a tres temáticas, agrupadas en un conjunto de situaciones de investigación relacionadas con la interacción discursiva docente-alumno, retomando el rol del docente al hablar, guiar o diseñar las situaciones de referencia para el aprendizaje de los alumnos. Los casos son: 1- En cuanto a las concepciones sobre diversidad biológica en estudiantes de escuela secundaria y en textos académicos, atendemos a cómo la escuela presenta los contenidos ecológicos como un conjunto de dogmas y conceptos estáticos. Además suelen simplificarse conceptualmente y presentarse poco actualizados. Es por ello que se planea estudiar las concepciones y actitudes de los alumnos de secundaria sobre la biodiversidad, cómo estas dificultan su comprensión y los textos usados en relación a la promoción de la transposición didáctica. 2- En relación a cómo se elabora el patrón temático del tema célula en clases de Biología, se analizarán las diferentes estrategias de significados y de desarrollo temático, que se emplean en la comunicación aulica. Se intentará establecer si hay cambios en el desarrollo temático a medida que se avanza en la escolaridad. Esto es porque se puede apreciar que muchos de los problemas de aprendizaje del alumnado se deben a un desconocimiento tanto del patrón temático como del patrón estructural de la ciencia, siendo preciso evocar los patrones temáticos que se quieren utilizar, para construir un conocimiento compartido. 3-Finalmente, en los enunciados de problemas de Química, se analizarán las dificultades de comprensión lectora de alumnos de Ingeniería. Los docentes frecuentemente atribuyen los problemas a deficiencias en la instrucción recibida, sin considerarse los conocimientos previos del alumno, los obstáculos conceptuales originados en el tema, las deficiencias en la habilidad lectora, el tipo textual predominante en la consigna, el formato en el que se escribió la consigna y los factores personales, etc., siendo que la comprensión del enunciado de una consigna de trabajo condiciona fuertemente la posibilidad de su resolución. Los tres casos utilizarán metodologías cualitaritas que incluyan análisis de contenido en discursos orales y escritos. Los datos se registrarán desde observación no participante, registro etnográfico y con grabaciones de audio. Se espera contribuir al conocimiento, realizando aportes a la formación docente en tanto las estrategias discursivas que se emplean en el aula, en forma oral y en la escrita, conocer concepciones que dificultan o favoren la construcción del conocimiento científico, entre otras. Los productos de estos estudios estarán integrados por nuevos desarrollos para la formación docente, publicaciones científicas de impacto nacional e internacional, presentaciones a congresos, materiales didácticos y divulgativos, dictado de seminarios y/o cursos, redacción de informes a las escuelas intervinientes.. The specific Natural Sciences didactics show different problems in teaching and learning along the school system. In particular, the discourse used to communicate knowledge in Science lessons becomes important. With this project we will focus on the teachers and students actions regarding the construction of biological and chemical knowledge. This project attempts to answer these issues and brings together a range of research situations related to teacher-student interaction, through discourse, taking up the role of the teacher to speak, to plan and to guide student learning. We will study the ideas and attitudes of high school students about biodiversity that make difficult its understanding and the textbooks used in relation to promotion of the didactic transposition. In addition, regarding how the thematic pattern in biology classes is costructed, it will be analyzed the different meaning and thematic development strategies that are used in communication. We will attempt to establish whether there are any changes in the thematic development throughout high school education. Finally, we will analyze the reading comprehension problems in engineering students. Teachers frequently attribute these issues to deficiencies in prior education, without considering the students background, the conceptual obstacles arising in the field, the format in which the prompt is written, personal factors, etc., keeping in mind that the outcome of an activity is strictly dependant con the prompt understanding. We expect to make contributions to the teacher education in both the discourse strategies used in the classroom, orally and in writing, to learn about the conceptions that hinder or favor the knowledge construction, among others. The products of this study will be national and international impact scientific publications, conference presentations, popular science publications, seminars courses and reports to the schools involeved.