TEDE Coleção:
http://localhost:8080/tede/handle/tede/68
2024-01-20T20:25:24ZO miniconto no contexto de sala de aula na perspectiva da crítica literária contemporânea
http://localhost:8080/tede/handle/tede/329
Título: O miniconto no contexto de sala de aula na perspectiva da crítica literária contemporânea
Autor: Santos, Francisca Carolina Sousa
Primeiro orientador: Brito, Stela Maria Viana Lima
Abstract: The Globalization and Digital Information and Communication Technologies (TDIC) have
changed the ways of producing and receiving texts. In the age of instant communication, the
many social attributions require that texts be increasingly accessible and brief. Thus, it is
postulated that mini-stories - very concise narratives - make reading activity faster and more
dynamic. The inclusion of the mini-story in the Portuguese Language curriculum component
of the National Common Curricular Base (BNCC) has placed emphasis on this literary genre.
Thus, the general objective of the present study is to analyze how reading and the production
of mini-stories help in the literary literacy of students in a class of the 8th grade of elementary
school, in a school in Teresina-PI. This research also has specific objectives: To demonstrate
how literary criticism approaches the mini-story; Identify the role of student-reader / studentauthor
in receiving and producing mini-stories; Describe how mini-stories stimulate reading
and textual production; Implement studies on mini-counts by means of structural and reception
studies; Develop an intervention proposal that helps literary literacy with the use of mini-stories.
In addition, the following guiding questions arose: How does reading and the production of
mini-stories help in literary literacy? How do mini-narratives arouse students' interest in
literature? What is the importance of the reader when reading mini-stories? How is the ministory
genre is emphasized in literary criticism? To answer these questions, it was assumed that
reading and producing mini stories helps literary literacy, since it is a short genre that attracts
the attention of the reader, as well as the reader fills the gaps in the mini-narratives, and also
because it has gained space between literary criticism and the general public. The theoretical
basis is based on Vieira (2015), Todorov (2009), Cosson (2012), Eagleton (2003; 2006), Jolles
(1976), Franco Junior (2005), Moisés (2012), Spalding (2008) and Sim-Sim (2007), in the
Aesthetics Theory of Reception and Effect, by Jauss and Iser, respectively, and in the
Deconstruction, by Jacques Derrida. The methodology used in this study was qualitative and
quantitative, together with bibliographic, exploratory and applied. Due to the recent inclusion
in school curricula and textbooks of the mini-stories genre, this research aims to collaborate
with teaching practice, assisting in the teaching-learning process of mini-narratives. For that,
as a final product of this dissertation, a didactic guide for teachers was elaborated, which
contains reading activities and production of mini-stories. Therefore, teachers can use the
activities as support material in their classes, arousing students' interest in literary reading.
Instituição: Universidade Estadual do Piauí
Tipo do documento: Dissertação2020-05-08T00:00:00ZLeitura e fake news: estratégias para o reconhecimento de fato noticioso falso por alunos do 9º ano
http://localhost:8080/tede/handle/tede/328
Título: Leitura e fake news: estratégias para o reconhecimento de fato noticioso falso por alunos do 9º ano
Autor: Teixeira, Gerson Sousa Félix
Primeiro orientador: Melo, Bárbara Olímpia Ramos de
Abstract: The implementation of the National Common Curricular Base (BNCC) brought new reflections to the teaching of Portuguese, paying special attention to work with genres in the journalistic sphere. In this bias, it is important that, in addition to the use of genres, teachers also explore contemporary social practices linked to social networks such as: enjoy, comment, redistribute, publish news, such as issues related to the journalistic-media sphere, involving reliability information, the proliferation of fake news, as well as the manipulation of facts and information, helping students, specifically those in the 8th and 9th grade of elementary school, to develop skills to understand news facts, position themselves before them and analyze them. them in different sources and media. It is in this context that this master's research fits, with the general objective of describing strategies used by 9th grade students to identify fake news in Portuguese language classes. The main hypothesis is that, through a pedagogical intervention consisting of reading strategies, students are able to understand the news facts, position themselves before them and point out whether they are made up of lies, analyzing, in addition to the textual structure, the verification / evaluation of the vehicle, source, date and place of publication, authorship, URL, in addition to comparison in different sources and consultation of curatorial sites that attest to the reliability of the news. To support this research, the theoretical framework includes concepts of language, the concepts of reading and strategies in different media, the composition of the news genre and its use in the classroom. For this, the considerations that support this work are those elaborated by Bakhtin (1997), Marcuschi (2002, 2008), Bezerra (2017), Bronckart (2009), Koch (2014), Koch; Elias (2006), Cavalcante (2012), Dolz; Schneuwly (2004), Kleiman (2000), Solé (1998), Sim-Sim (2007), Leffa (1996) Coscarelli (2016), Silva (2003), Barton; Lee (2015), Figueiras (2017), among others. This is a qualitative and quantitative research. The quantitative character is justified by the need to expose some information in numbers to classify them and, later, to analyze them, which requires the use of statistical resources, since the qualitative profile is characterized by the fact that all the data will result important analyzes that will be supported by references from renowned authors. As for nature, the research is characterized as applied, aiming at the production of knowledge that has a practical application, that is, that aim to minimize specific problems, in this case, the identification of false news, from 9th grade students. The analysis corpus consisted of 256 questionnaires resulting from the application of reading and information checking activities, a total of 16 students actually participated. Four news items were verified, two fake news and two true. It was proven that reading through metacognitive strategies coupled with knowledge of the news genre in a virtual environment and the use of resources from digital literacy, together, contributed so that all participating students could identify the correct nature of the news, when false and true.
Instituição: Universidade Estadual do Piauí
Tipo do documento: Dissertação2020-02-06T00:00:00ZA vírgula em textos argumentativos de alunos do 9º ano do ensino fundamental: uma análise de usos não convencionais na perspectiva da prosódia
http://localhost:8080/tede/handle/tede/327
Título: A vírgula em textos argumentativos de alunos do 9º ano do ensino fundamental: uma análise de usos não convencionais na perspectiva da prosódia
Autor: Brito, Marlange Benvinda dos Santos
Primeiro orientador: Silva, Ailma do Nascimento
Abstract: Much is discussed about punctuation; its relevance to writing is attested by grammarians and linguists, but its relationship with prosody divides opinions. Luft (1998), author of a comma-specific grammar manual, states that in order for there to be an effective learning of the conventional use of this punctuation mark, its teaching must be disconnected from prosody instead, syntax being the only part of the grammar holder of autonomy to define the uses of this signal. Other authors such as Chacon (1998) and Corrêa (2004) find in their theses that writing has its own rhythm and that the language is heterogeneous, therefore, prosody is an integral part of writing, and cannot be left out or have value accessory. Motivated by the listed discussions and the complexity involved in the use of commas demonstrated by the writing subjects, as well as by the relevance of the proper use of this punctuation mark for maintaining the sense of the written text, we idealized this research that sought to present a more effective teaching methodology for the use of this punctuation mark. This methodology, which brings together prosodic, syntactic and enunciative aspects in the conduct of the teaching of the comma. To carry out the research, we chose Prosodic Phonology as the theoretical pillar, according to the model proposed by Nespor and Vogel (1986). Through the configurations of the prosodic constituents: phonological phrase ϕ and intonational phrase I, we outline the prosodic regularities present in the students' argumentative texts in order to verify if the unconventional uses of the comma coincided with prosodic boundaries, becoming evidence of the imaginary that subjects have on writing. The analyzes showed this intrinsic relationship between prosody and writing through the use of a comma, pointing out the coincidence with a non-final intonational phrase as regularity. In order to confirm our hypothesis that combining the conventional teaching of the comma with the phonological theories of prosody can alleviate the complexity involved in its use and thus contribute to the use of this punctuation mark more appropriate to the intended meaning and more consistent with the heterogeneous nature of In writing, we carried out an experiment with different theoretical approaches on the subject of the comma: one with an exclusively syntactic basis (control group) and another with a grammatical, prosodic and enunciative basis (experimental group). The result of the comparative analysis points to this prosodic direction as promising a more natural and effective learning, since the experimental group assimilated the content of the comma better, incurring less unconventional uses when producing argumentative texts.
Instituição: Universidade Estadual do Piauí
Tipo do documento: Dissertação2020-03-11T00:00:00ZInterfaces entre enunciador e sujeitos gramaticais: implicações e complicações para o ensino das frases em língua portuguesa
http://localhost:8080/tede/handle/tede/326
Título: Interfaces entre enunciador e sujeitos gramaticais: implicações e complicações para o ensino das frases em língua portuguesa
Autor: Silva, Eulenice Mineiro
Primeiro orientador: Gomes, Raimundo Francisco
Abstract: The present study show an analysis about the teaching of syntax in the perspective of enunciation, comparing the focus between two theories: the Enunciative and the Grammatical. From this, we will report to the bodies raised as to the teaching of the syntax of phrase and sentences. That one, to the theoretical assumptions that govern the teaching of the Portuguese language in enunciation and the variables that differentiate grammatical subject from enunciator and that materialize the senses and mean of the sentences. The choice for the present theme find base about the syntax approach that works the teaching of phrases only from its grammatical structure, leaving aside its teaching as a communication unit in which users build senses and meanings through the linguistic interactions that they are able to convey. Given that, “the man constitutes subject in language and through language” (BENVENISTE, 2005, PGL I, p.286). Thus, this study is based on authors such as Saussure (1995), Benveniste (2005) and (2006), Flores (2007) and (2017), Bakhtin (1929), Fiorin (2017), Souza Silva; Koch (1998) among many others. This form, the main hypothesis was that the teaching of syntax should start from the enunciated language, which is capable of differentiating grammatical people from people of speech. Other hypothesis was that the textbooks may not handle to emphasize the teaching of phrases as a unit of communication and one last hypothesis was that some students do not learn the syntax of phrases and sentences because they do not relate the language taught at school to the one they use all the time. In this sense, the main objective of the present study was to stand out the contributions of teaching syntax from the perspective of the Theory of Enunciation. Other was to show data on what students understand about the speaker, grammatical subject, phrases, types and subtypes. Still, to investigate how these contents are addressed in traditional textbooks and grammars as well as the contributions of these approaches to student learning. Its relevance consists in emphasizing the need for an approach to language teaching through an enunciative bias, considering that linguistic enunciation is intrinsically linked to syntactic studies and directly impacts the understanding of the messages that speakers send at all times. Thus, based on the data collected, we prepared a proposal for pedagogical intervention aimed at all elementary school teachers interested in this theme.
Instituição: Universidade Estadual do Piauí
Tipo do documento: Dissertação2020-08-31T00:00:00Z