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.

AS INOVA����ES TECNOL��GICAS E OS INTERMEDI��RIOS DA PRODU����O E DO ACESSO �� INFORMA����O JORNAL��STICA

O jornalismo �� um dos principais meios de oferta de temas para a discuss��o e forma����o da opini��o p��blica, por��m depende de um sistema t��cnico para ser transmitido. Durante mais de cem anos as informa����es produzidas pela imprensa foram emitidas, armazenadas, transmitidas e recebidas pelos chamados ve��culos de comunica����o de massa que utilizam a rede centralizada cujas caracter��sticas est��o na escassez material, produ����o em s��rie e massifica����o. Esse sistema separa no tempo e no espa��o emissores e receptores criando uma rela����o desigual de for��a em que as grandes empresas controlaram o fluxo informativo, definindo quais fatos seriam veiculados como not��cia. Em 1995, a internet cuja informa����o circula sob a tecnologia da rede distribu��da, foi apropriada pela sociedade, alterando a forma de produ����o, armazenamento e transmiss��o de informa����o. A tecnologia despertou a esperan��a de que esta ferramenta poderia proporcionar uma comunica����o mais dial��gica e democr��tica. Mas aos poucos pode-se perceber novas empresas se apropriando da tecnologia da rede distribu��da sob a qual circula a internet, gerando um novo controle do fluxo informativo. Realizou-se nessa pesquisa um levantamento bibliogr��fico para estabelecer uma reflex��o cr��tica dos diferentes intermedi��rios entre fato e a not��cia tanto da rede centralizada como na rede distribu��da, objetivando despertar uma discuss��o que possa oferecer novas ideias para pol��ticas, bem como alternativas para uma comunica����o mais democr��tica e mais libert��ria.

Complexidade textual e progress��o escolar em dois registos : um estudo de correla����o baseado em um corpus quasi-longitudinal

Tese de doutoramento, Lingu��stica (Lingu��stica Educacional), Universidade de Lisboa, Faculdade de Letras, 2016

O papel simb��lico da língua na constru����o das identidades nacionais : o car��ter identit��rio da discuss��o sobre o AO90 em Portugal

Tese de doutoramento, Estudos de Literatura e de Cultura (Cultura e Comunica����o), Universidade de Lisboa, Faculdade de Letras, 2016

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.

O ��lbum puro como ilustrador do futuro de novos leitores: O ��lbum puro ou livro profundamente ilustrado como promotor de diversos conhecimentos em contexto pr��-escolar

O presente trabalho aborda a quest��o do n��o uso dos livros ��lbum ou livros profundamente ilustrados em educa����o pr��-escolar. Tendo como principias objectivos: Perceber o porque dos livros ��lbuns ou profundamente ilustrados serem n��o utilizados pela educadora como promotores de diversos conhecimentos ao n��vel da língua portuguesa, da escrita e leitura;;entender se as crian��as apreendem a historia presente visualizando as ilustra����es dos ��lbuns; conhecer quais as prefer��ncias das crian��as quanto aos g��neros liter��rios infantil.;Entender se o n��o uso por parte das educadoras est�� relacionado com os gostos das crian��as no que diz respeito aos g��neros da literatura infantil. Este objectivos tem como finalidade responder ao problema encontrado ao longo de todos os anteriores est��gios: Tendo um educador o m��nimo de conhecimentos sobre as potencialidades deste genro liter��rio ent��o porque este g��nero ainda n��o �� t��o utilizado como os outros g��neros liter��rios? Sendo que foi imposs��vel responder a esta quest��o, felizmente, porque este g��nero litet��rio foi utilizado pela educadora, onde realizei o meu estagio e consequentemente retirei todos os dados atrav��s de observa����o qualitativa.

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.

Minicontos: uma pr��tica de letramento emergente na escola

Like numerous other mini fic��ion genres, the Flash fiction is configured as a concise and brief genre, but it can still preserve some elements of the traditional tale, such as: narrator, space-temporal unit, characters and plot. For some authors, the emergence of this genre is strictly connected to the speed and diversity of forms of communication in the current social context, that require the reader other skills in addition to reading and writing. Considering the importance of these skills in a literate society and recognizing this genre as potentially effective tool for the development of literacy, this research has as objective to describe the development and implications of didactic sequence directed the literacy practices with the Flash fiction genre. Thus, the research becomes effective in an elementary school vespertine class in 9th grade from Escola Estadual Dr. Jos�� Gon��alves de Medeiros, located in the city of Acari-RN. As theoretical assumptions, it will be used fundamentals from Literacy Studies as social practice, especially that ones discussed by the writings Kleiman (1995), Hamilton (2000), Soares (2012), Mortatti (2004) and Rojo (2012). To subsidize the literary literacy, it will be used the theoretical contibutions of Borges (2000), Candido (2004), Pinheiro (2001) and Silva e Silveira (2013). In what relates to the study about the storytellers, it was taken by support the postulates of Gotlib (2006), Bosi (1997), Cort��zar (1999), Talbot (2002), Poe (s/d), Luzia de Maria (2004), as well as studies by researchers and writers as Spalding (2007; 2008; 2011), George (2007), Freire (2004) and Trevisan (1994), among others who are dedicated to study Flash fiction. In the methodological field, the proposed perspective anchors itself in an action-researching guidelines (MOREIRA; CALEFFE, 2006) and in the approach of a qualitative data (BOGDAN; BIKLEN, 1994), since it talks to interpretation of diagnosed situation, implementation of intervention actions organized in didactic sequence (SCHNEUWLY; DOLZ, 2004; BARROS; RIVERS-registry, 2014), including description and evaluation of results achieved from the implementation of such actions. The discussions generated indicate that the work with Flash ficition, developed by means of didactic sequences, contributes to the reflection on teaching strategies of Portuguese, used to prepare the students to meet the demands of reading and writing of contemporary society.

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.

Uso did��tico do Facebook como estrat��gia de leitura para o g��nero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Sol�� (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Uso did��tico do Facebook como estrat��gia de leitura para o g��nero textual poesia

The poor performance of students in reading and writing activities, prompted the search for actions that would minimize this problem, noticeable mainly in public education. The lack of interest in reading of poetic texts seen in students from the 7th year in a public school in RN, has led us to question the reasons for the rejection of poetry. Thus, the idea to organize and develop new reading possibilities mediated by digital technologies, considering the preference of teenagers by virtual environments. Therefore, it was essential to observe how students used web resources in order to plan actions that aimed to improve their reading performance. We present to justify the need for reflection on the educational problems starting from our reality, in order to establish appropriate procedures to minimize them. To this end, we draw is to investigate how students appropriated the Facebook social network in order to elaborate reading strategies using this platform. The study is anchored in the reflections of the following theorists and researchers: language concepts and language: Bakhtin (2011 [1979] 2006 [1999]), Bronckart (2012 [1999]), Marcuschi (2008); reading strategies: Leffa (1996) Sol�� (1998), Antunes (2009), Kleiman (2013); genre: Bakhtin (2011 [1979] 2006 [1999]), Marcuschi (2008); didactic sequence: Dolz, Noverraz and Schneuwly (2013 [2004]); technologies: Moran (2008 [2000]), Kenski (2007), Bento (2012), Behrens (2013); literary literacy: Cosson (2007); other theoretical orientations: PCN (1998), PDE (2008), Perrenoud (1999), among others. The methodology followed action research guidelines, a qualitative approach perspective. The research instruments included questionnaires, interviews, observations and field notes. The results pointed to the interest of students in this social network, which favored the development of a didactic sequence whose activities converged on the didactic use of Facebook as a support for the presentation of textual poetry genre, drawing the attention of students for reading. Thus, we reiterate the need to include the pedagogical use of Information and Communication Digital Technologies educational activities to better meet the expectations of the generation of "digital natives", offering them a significant Portuguese-speaking school that fits your interests.

Os youtubers e a representa����o do certo, errado, adequado e inadequado no trabalho com a varia����o lingu��stica em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

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.

Refletindo sobre a cria����o e a utiliza����o do dicion��rio como estrat��gia de enriquecimento lexical no 1.�� CEB

O presente relat��rio foi realizado no ��mbito do Mestrado em Educa����o Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico. Encontra-se organizado em duas partes, a primeira parte referente �� Dimens��o Reflexiva e a segunda parte �� Dimens��o Investigativa. A primeira parte consiste na apresenta����o do percurso vivenciado nos contextos de Educa����o de Inf��ncia e de 1.�� Ciclo do Ensino B��sico, fazendo uma an��lise cr��tica, reflexiva e fundamentada das situa����es vividas que proporcionaram diversas aprendizagens a n��vel profissional, pessoal e social. A segunda parte consiste na apresenta����o de um estudo investigativo de car��ter qualitativo desenvolvido numa turma de 2.�� ano de escolaridade. Este estudo pretende perceber o impacto da cria����o e utiliza����o do dicion��rio no desenvolvimento lexical dos alunos, tendo como objetivos: (i) Compreender o impacto da estrat��gia did��tica (dicion��rio) para o enriquecimento lexical; (ii) Perceber de que forma os alunos utilizam o dicion��rio quando o fazem com ou sem orienta����o do professor; (iii) Refletir sobre a utiliza����o do dicion��rio como estrat��gia de enriquecimento lexical. Os dados recolhidos revelam que a estrat��gia utilizada teve um impacto positivo, na medida em que, o capital lexical da maioria dos alunos foi significativamente aumentado, contudo, �� tamb��m evidente que os alunos utilizavam o dicion��rio com maior frequ��ncia quando o faziam com orienta����o do professor. Em rela����o �� utiliza����o do dicion��rio como estrat��gia de enriquecimento lexical revelou-se que turmas nos primeiros anos de escolaridade apresentam dificuldades na sele����o dos significados adequados para cada contexto, sendo necess��rio trein��-las nesse sentido.