Minicontos: uma prática de letramento emergente na escola

Like numerous other mini ficçion 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. José Gonçalves 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), Cortázar (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.

Uso didático do Facebook como estratégia de leitura para o gênero 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) Solé (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 didático do Facebook como estratégia de leitura para o gênero 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) Solé (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 representação do certo, errado, adequado e inadequado no trabalho com a variação linguística 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.

Crenças e experiências de professores no PIBID de Língua Inglesa : interação e ressignificação?

There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberlândia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative master’s research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings – the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers’ discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.

A escrita da escrita em (d)enunciação no espaço sócio-escolar: um espaço (em vão) para a (cri)atividade escrita

This thesis is a writing of (d)enunciation because it reveals the language experiencies of those individuals who take, in social school space, the social role of the teacher and of the student, for some reason, they feel restrained by a demand which prevents them of teaching and learning how to write – and, even, their own writing. On this basis, we consider some questions concerning Benveniste‘s theory of enunciation and the teaching and learning process in Portuguese from the triad among teacher – teaching of writing/ knowledge – student, making this theoretical area closer to the pedagogical one. We support in the working hypothesis that is based on the position of the loosening of this triad has its effects in the process of intervention-interference to the point where it does not leave a scar which can remain working on productive effects on the student‘s writing. As a consequence, we show two findings which allow us to think the teaching of writing in Portuguese is a space for writing creativity in such a way it reveals itself as a sine qua non condition for the institutionalized and subjective writing. The first finding is that taking genre as a model has some implications in the teaching and learning process of writing according to the instructions of the official documents. The second finding, as a result of the first one, is the assumption that genre is at the same time a model and a transgression and taking it as a (ex)sample opens space for writing creativity which ―is a transposition of the interior language‖ (BENVENISTE, 2014 [1968-1969], p. 132) in a way this creativity makes it intelligible and highlights what is a model (interactiveness) and a transgression (inventiveness). From such findings, we organize our heterogeneous corpus according to these procedures: recording the classes in audio; recording the interviews we made with teachers and students in audio; and constituting an archive with the students‘ writing production. From this corpus, we analyzed the (d)enunciative mo(ve)ments in the teacher – teaching of writing/ knowledge – student triad and the history of (d)enunciations, of language experiences. Besides, we analyzed the teacher‘s discourse in relation to the way he plans his classes based on the knowledge that must be taught and his own way of managing this knowledge in order to understand his interference in his students‘ writings. Our analyses (re)affirm that when the loosening of the triad happens, the students become lost, what makes them unable of working upon their own writing epilinguisticaly. Because of it, schools have lost their specificity as a place for teaching students how to read and write as they open space for training, only. On this basis, we consider that the effect of such a loosening generates complaints and denunciations. Therefore, based on such (d)enunciations, we present the Primary sketches of a proposition for intervention-interference in teaching how to write and we aim at introducing much knowledge to teachers and students in order to allow them to think about possible ways out.

O conceito de motivação em dizeres de professores de língua inglesa

This work aimed at analyzing the speeches constructed about motivation by English teachers who teach at public state schools in the interior of Minas Gerais. We aimed at delineating the concept of subject underlying the subjects’ notion of motivation and identifying the role that the English teacher attributes to himself and to the student when he/she enunciates on motivational issues, problematizing the possible consequences of these issues for some English teachers while working in public schools. In order to do so, our investigation made use of theoretical assumptions from Applied Linguistics and Discourse Analysis. The theoretical fundamentation deriving from Bakhtin Circle as well as from Michel Pecheux’s theoretical basis were also very relevant for this research. The intersection of these studying fields entails a theoretical construction that considers the voices of those who live the social practice (MOITA LOPES, 2006), which allows one to see the subjects through their heterogeneity, fluidity and fragmentation. Moreover, it generates knowledge about language in its political, ideological, social and historical aspects. AREDA (SERRANI, 1998) was used as a theoretical and methodological framework for data collection. In our analysis, we considered the voices and the conditions of production that constitute 5 English teachers and, from some selected speeches extracted from their discursive production, some notions as intra and interdiscourse, discursive resonance, discursive memory, among others, can be seen interwoven. We hypothesize that the production of meaning deriving from these English teachers comes from a cleavage between the interdiscursivity about motivation and their position in relation to the English language. Some of these teachers’ discursive inscriptions were delineated as they follow: i) the silenced motivation, in which the teachers come up with several voices, repeating what that has already been said about motivation through silence by excess; also, through an inscription in a process of anomy, the English teachers silence motivation, as they come up with other sayings, in an anomic order, denying their identification with their mother tongue and culture because of a desire to learn the foreign language and culture; ii) the motivation in/from/ by others that resounds, in the way the teachers speak, a relation of alterity on what, in/from desire of other relations (colleagues, students, teaching materials, media, etc.), other forms and alternatives are established as a guarantee of students’ motivation; the teachers are also inscripted in in-service practice training as a space of educational development, because they imagine that the experience of the in-service practice alone, which excludes the educational instruction from the Languages course in which they graduated/were graduating at, taught them how to motivate the students; iii) the motivation as a will of power/knowledge, which means there seems to be teachers’ inscription in the relationship between power and knowledge (Foucault, 1996), disconsidering the conflicts that constitute the English classroom to say that there is a control of the English teaching and learning process and, as a result, they also sustain that they hold control over how to motivate; furthermore, the presence of a resonant voice, whose effect is given by an inscription on the (illusion of) completeness can be seen, because the English teachers believe that while motivating their students, this motivation will provide them with all the missing elements, which would mean that when they motivate students, they would be able to fulfill all the gaps in their learning process.

Integração de alunos imigrantes e refugiados no Instituto Federal de Brasília - IFB

Dissertação apresentada para obtenção a grau de mestre na área de Educação Social e Intervenção Comunitária

A importância das histórias no desenvolvimento das crianças

Relatório de estágio para a obtenção do grau de mestre em Ensino de pré-escolar e de 1º ciclo do ensino básico

Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.

Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

Refletindo sobre a criação e a utilização do dicionário como estratégia de enriquecimento lexical no 1.º CEB

O presente relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Encontra-se organizado em duas partes, a primeira parte referente à Dimensão Reflexiva e a segunda parte à Dimensão Investigativa. A primeira parte consiste na apresentação do percurso vivenciado nos contextos de Educação de Infância e de 1.º Ciclo do Ensino Básico, fazendo uma análise crítica, reflexiva e fundamentada das situações vividas que proporcionaram diversas aprendizagens a nível profissional, pessoal e social. A segunda parte consiste na apresentação de um estudo investigativo de caráter qualitativo desenvolvido numa turma de 2.º ano de escolaridade. Este estudo pretende perceber o impacto da criação e utilização do dicionário no desenvolvimento lexical dos alunos, tendo como objetivos: (i) Compreender o impacto da estratégia didática (dicionário) para o enriquecimento lexical; (ii) Perceber de que forma os alunos utilizam o dicionário quando o fazem com ou sem orientação do professor; (iii) Refletir sobre a utilização do dicionário como estratégia de enriquecimento lexical. Os dados recolhidos revelam que a estratégia utilizada teve um impacto positivo, na medida em que, o capital lexical da maioria dos alunos foi significativamente aumentado, contudo, é também evidente que os alunos utilizavam o dicionário com maior frequência quando o faziam com orientação do professor. Em relação à utilização do dicionário como estratégia de enriquecimento lexical revelou-se que turmas nos primeiros anos de escolaridade apresentam dificuldades na seleção dos significados adequados para cada contexto, sendo necessário treiná-las nesse sentido.

Tradução e validação da Multidimensional Outcomes Expectations for Exercise Scale para a população portuguesa

Introdução: A prática de exercício físico, para além de combater o sedentarismo, contribui de forma significativa para a manutenção da aptidão física nos idosos, seja na sua vertente de saúde, como nas capacidades funcionais, e na melhoria das funções orgânicas e cognitivas, garantindo maior independência pessoal e prevenindo doenças. É essencial a tradução, adaptação e validação de instrumentos para Portugal que considerem a perceção do idoso em relação ao exercício físico, uma vez que não existem escalas que avaliem esta vertente na população portuguesa. Objetivos: Traduzir a MOEES para a língua portuguesa (português europeu); Adaptar transculturalmente a MOEES para a população portuguesa; Determinar as propriedades psicométricas da versão portuguesa da MOEES; Comparar as propriedades psicométricas da versão portuguesa da MOEES com a MOEES original; Verificar as expectativas dos idosos em relação aos resultados do exercício físico na melhora da sua qualidade de vida. Metodologia: A Adaptação transcultural da MOEES foi realizada segundo as guidelines da American Academy of Orthopaedic Surgeons, que consistiu em tradução inicial, síntese de traduções, retroversão e MOEES-VPT, e análise psicométrica (validade e fiabilidade). Foram incluídos no estudo 88 indivíduos, idosos, fisicamente ativos, maioritariamente do género feminino. Resultados: Segundo a análise estatística, a MOEES revelou ótima validade de constructo (KMO=0,879, TEB X2=1094,253 e variância total explicada=61,7%), muito boa consistência interna (α-Cronbach Geral= 0,928, α-Cronbach Dimensões entre 0,829 e 0,897) e reprodutibilidade (p=0,000 para todas as dimensões), tornando-se num instrumento válido, fiável e eficaz para a população portuguesa. Conclusão: A MOEES revelou ser um instrumento com boas propriedades psicométricas para a população portuguesa, uma vez que se obtiveram resultados iguais e superiores que a escala original.

Literaturas africanas de expressão portuguesa : fortuna do modernismo e do realismo social

Circulação dos modernismos e neorrealismo (Brasileiro e Português) na Literatura Africana. Inclui excerto de Conferência proferida por Luandino Vieira, Porto, 1995.

Literaturas africanas de expressão portuguesa : o movimento da claridade

Enquadramento do movimento e da revista Claridade. Constituição do grupo. Suas principais obras. Incidências socio-históricas na estética do grupo. Principais vertentes temáticas. Depoimentos do escritor Manuel Lopes, da investigadora Elsa Rodrigues dos Santos e do Professor Alberto Carvalho.