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

Aprendizagem de conceitos geom��tricos pelo futuro professor das s��ries iniciais do Ensino Fundamental e as novas tecnologias

Com o movimento da Matem��tica Moderna, a partir de 1950, o ensino da matem��tica passou a enfatizar o simbolismo e a exigir dos alunos grandes abstra����es, distanciando a matem��tica da vida real. O que se percebe �� que o aluno formado por este currículo aprendeu muito pouco de geometria e n��o consegue perceber a rela����o deste conte��do com sua realidade. Por outro lado, o professor que n��o conhece geometria n��o consegue perceber a beleza e a import��ncia que a mesma possui para a forma����o do cidad��o. A geometria estimula a crian��a a observar, perceber semelhan��as, diferen��as e a identificar regularidades. O objetivo deste trabalho �� identificar o n��vel de conhecimento dos alunos do Centro Espec��fico de Forma����o e Aperfei��oamento ao Magist��rio (CEFAM), futuros professores da 1�� a 4�� s��ries do Ensino Fundamental do Estado de S��o Paulo, quanto aos conceitos de ponto, reta, plano, ��ngulos, pol��gonos e circunfer��ncias e tamb��m verificar as contribui����es do computador para a constru����o de conceitos geom��tricos. Para atingir esses objetivos, foi desenvolvida uma pesquisa com 30 alunos do CEFAM de Presidente Prudente-SP, na qual, com base no diagn��stico das dificuldades de aprendizagem, organizaram e desenvolveram-se os momentos de forma����o, que utilizaram o computador como ferramenta de aprendizagem e projetos de trabalho tendo como aporte te��rico a abordagem construcionista. O futuro professor que n��o dominar a geometria e n��o perceber sua rela����o com a natureza n��o conseguir�� contribuir para o desenvolvimento do pensamento geom��trico da crian��a. Esse pensamento �� que permite a crian��a observar, compreender, descrever e representar, de forma organizada, o mundo em que vive.

Atlas escolar interativo: desenvolvimento de um prot��tipo para o quarto ciclo do ensino fundamental

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Pol��tica p��blica e avalia����o no Brasil: uma interpreta����o da avalia����o do livro did��tico de geografia para o ensino fundamental

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Dez anos dos Par��metros Curriculares Nacionais: contribui����es para o ensino de ci��ncias naturais nos anos iniciais do ensino fundamental I

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O desenvolvimento do racioc��nio moral por meio da t��cnica da discuss��o moral: estudo realizado com alunos do ensino fundamental, na disciplina de L��ngua Portuguesa

P��s-gradua����o em Educa����o - IBRC

A escritura da voz: uma experi��ncia na pr��tica de leitura/escuta de As aventuras de Pin��quio, de Collodi, no ensino fundamental

P��s-gradua����o em Educa����o - IBRC

Saberes profissionais do professor de matem��tica: focalizando o professor e a ��lgebra no ensino fundamental

P��s-gradua����o em Educa����o - FCT